Session Information
10 SES 14 A, A Practicum Turn in Teacher Education
Symposium
Contribution
This paper argues for a ‘praticum turn’ – an episode uncovered through qualitative critical and participant oriented research. Based on seven guiding principles of practicum learning that emerged from acting upon empirical data through the critical questions in previous research, the author reframes conversations around the practicum in teacher education. New ways to ensure that practicum learning for preservice teachers is meaningful, rigorous, authentic, relevant and connected and not left to chance are uncovered. Research in practicum classrooms in Australia, Sweden and Canada and from kindergarten to the final year of schooling is presented. A range of theoretical perspectives introduce and underpin the substantial critique that goes deep into the practicum classroom. The situated nature of participant research, the challenges of border crossing and differences in ideological and societal polity provide theoretical points of departure. Recent research in Swedish schools highlights the challenges of defining preservice teacher practicum learning and the different lenses that can be used to identify and engage with the teaching and learning process.
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