Key elements in a positive practicum: Insights from Australian post-primary pre-service teachers

Irish Educational Studies

Volumn 28, Issue 2, 2009, Pages 155-175

  Moody, Janet ^a  

^a UNIVERSITY OF LIMERICK   (Ireland)

Author keywords

Assessment; Feedback; Practicum; Supervisor; Teacher education

Indexed keywords

EID: 70449627325     PISSN: 03323315     EISSN: 17474965     Source Type: Journal    
DOI: 10.1080/03323310902884219     Document Type: Article

References (75)

1. Beck, C., and C. Kosnik. 2002a. Components of a good practicum placement: Student teacher perceptions. Teacher Education Quarterly 29, no. 2: 81-98.
2. Beck, C., and C. Kosnik. 2002b. Professors and the practicum: Involvement of university faculty in pre-service practicum supervision. Journal of Teacher Education 53, no. 1: 6-19.
3. Berry, A., and J. Loughran. 2002. Developing an understanding of learning to teach in teacher education. In Improving teacher education practices through self-study, eds. J. Loughran and T. Russell, 13-29. London: Routledge Falmer.
4. Bogdan, R., and S. Biklen. 2007. Qualitative research for education, 5th ed. London: Pearson.
5. Borko, H., and V. Mayfield. 1995. The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education 11, no. 5: 501-18.
6. Breatnach, D. 2002. A qualitative study exploring reflections on field experience in teacher education. Unpublished M. Ed. Thesis, Mary Immaculate College, University of Limerick.
7. Breatnach, D. 2006. Reflections on teaching practice: Exploring the perspectives of student teachers. Oideas 52: 56-74.
8. Britzman, D. 2003. Practice makes practice: A critical study of learning to teach. Albany. New York: State University of New York Press.
9. Burke, A. 1997. A professional view of 'teaching': Implications for teachers and teacher educators. Irish Educational Studies 16: 127-43.
10. Carpenter, L., and B. Blance. 2001. Teaching internships and the learning community. In Handbook of Teacher Education, ed. T. Townsend and R. Bates, 301-14. Dordrecht, NL: Springer.
11. Clarke, A. 2001. Characteristics of co-operating teachers. Canadian Journal of Education 26, no. 2: 237-56.
12. Clarke, A. 2006. The nature and substance of cooperating teacher reflection. Teaching and Teacher Education 22, no. 7: 910-21.
13. Collett, P. 2007. Initial preparation of secondary teachers: Implications for Australia. Australian Journal of Teacher Education 32, no. 2: 1-12.
14. Coolahan, J. 2001. Teacher education in Ireland and Western Europe: A comparative analysis. Irish Educational Studies 20: 335-68.
15. Coolahan, J. 2003. Attracting, developing and retaining effective teachers: Country background report for Ireland. Dublin: Stationery Office.
16. Corrigan, D. 2007. Mentoring as a process for engaging in professional learning. In Dimensions of Professional Learning: Professionalism, Practice and Identity, ed. A. Berry, Clemans, and A. Kostogriz, 89-103. Rotterdam, NL: Sense Publishers.
17. Crasborn, F., P. Hennissen, F. Korthagen, and T. Bergen. 2008. Promoting versatility in mentor teachers' use of supervisory skills. Teaching and Teacher Education 24, no. 3: 499-514.
18. Drudy, S. 2004. Second-level teacher education in the Republic of Ireland: Consecutive programmes. In Teacher education in the Republic of Ireland: Retrospect and prospect, ed. A. Burke, 29-37. Armagh, UK: Centre for Cross Border Studies.
19. Fairbanks, C., D. Freedman, and C. Kahn. 2000. The role of effective mentors in learning to teach. Journal of Teacher Education 51, no. 2: 102-12.
20. Feiman-Nemser, S. 2001. Helping novices to learn: Lessons from an exemplary support teacher. Journal of Teacher Education 52, no. 1: 17-30.
21. Ferrier-Kerr, J. 2003. Working together: Collaborative strategies for developing effective professional relationships in the practicum. Paper presented at the Australian Association for Research in Education/New Zealand Association for Research in Education, November 20-December 3, in Auckland, New Zealand.
22. Freidus, H. 2002. Teacher education faculty as supervisors/advisors/facilitators: Playing multiple roles in the construction of field experiences. Teacher Education Quarterly 29, no. 2: 65-76.
23. Geen, A., and C. Harris. 2002. Student perceptions of collaborative teaching in initial teacher education and training. UWIC Education Papers 1 (May): 1-11.
24. Gleeson, J. 2004. Concurrent teacher education (post-primary) in the Republic of Ireland: Some issues and trends. In Teacher education in the Republic of Ireland: Retrospect and prospect, ed. A. Burke, 43-53. Armagh, UK: Centre for Cross Border Studies.
25. Gleeson, J., and J. Moody. 2007. The appraisal of post-primary student teachers - current practice and related issues. In The competences approach to teacher professional development: current practice and future prospects, ed. R. Dolan and J. Gleeson, 25-36. Armagh, UK: Centre for Cross Border Studies.
26. Glenn, W. 2006. Model versus mentor: Defining the necessary qualities of the effective cooperating teacher. Teacher Education Quarterly 33, no. 1: 85-95.
27. Goc-Karp, G., and D. Tannehill. 1994. The changing role of the university supervisor. Unpublished document, Division of Health, Physical Education, University of Idaho.
28. Government of Ireland. 2002a. Report of the advisory group on post-primary teacher education. Dublin: Stationery Office.
29. Government of Ireland. 2002b. Preparing teachers for the 21st century: Report of the working group on primary pre-service teacher education. Dublin: Stationery Office.
30. Haigh, M., and B. Tuck. 1999. Assessing student teachers' performance in practicum. Paper presented at the Australian Association for Research in Education, November 29-December 2, in Melbourne, Australia.
31. Haigh, M., and G. Ward. 2004. Problematising practicum relationships: Questioning the 'taken for granted'. Australian Journal of Education 48, no. 2: 134-48.
32. Harford, J., and G. MacRuairc. 2008. Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education 24, no. 7: 1884-92.
33. Hastings, W., and D. Squires. 2002. Restructuring and reculturing: Practicum supervision as professional development for teachers. Asia-Pacific Journal of Teacher Education 30, no. 1: 79-91.
34. Hobson, A., A. Malderez, L. Tracey, M. Giannakaki, R. Pell, K. Kerr, G. Chambers, P. Tomlinson, and T. Roper. 2006. Becoming a teacher: Student teachers' experiences of initial teacher training in England. Nottingham, UK: University of Nottingham.
35. Hudson, P. 2007. Examining mentors' practices for enhancing pre-service teachers' pedagogical development in mathematics and science. Mentoring & Tutoring: Partnership in Learning 15, no. 2: 201-17.
36. John, P. 2001.Winning and losing: A case study of university tutor-student teacher interaction during a school-based practicum. Mentoring & Tutoring: Partnership in Learning 9, no. 2: 153-68.
37. Keogh, J., S. Dole, and E. Hudson. 2006. Supervisor or mentor? Questioning the quality of pre-service teacher practicum experiences. Paper presented at the Australian Association for Research in Education conference, November 27-30, in Adelaide, Australia.
38. Killeavy, M., and R. Murphy. 2006. National Pilot Project on Teacher Induction: Report on phase 1 and 2 2002-2004. Dublin: Stationery Office.
39. Koerner M., F. Rust with F. Baumgartner. 2002. Exploring roles in student teaching placements. Teacher Education Quarterly 29, no. 2: 35-58.
40. Korthagen, F., J. Loughran, and T. Russell. 2006. Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education 22, no. 8: 1020-41.
41. Kosnik, C., and C. Beck. 2003. The internship component of a teacher education program: Opportunities for learning. The Teacher Educator 39, no. 1: 18-34.
42. Kostogriz, A., and M. Plunkett. 2008. Professional Placements Manual: Bachelor of Education (Year 4) and Graduate Diploma of Education (Secondary). Available online at http://www.education.monash.edu/placements/resources/secondary/ (accessed March 24, 2008).
43. Laboskey, V., and A. Richert. 2002. Identifying good student teacher placements. Teacher Education Quarterly 29, no. 2: 7-34.
44. Laker, A., J. Laker, and S. Lea. 2008. Sources of support for pre-service teachers during school experience. Mentoring & Tutoring: Partnership in Learning 16, no. 2: 135-40.
45. Lane, S., N. Lacefield-Parachini, and J. Isken. 2003. Developing novice teachers as change agents: Student teacher placements 'against the grain'. Teacher Education Quarterly 30, no. 2: 55-68.
46. Lewis, F. 2007. Prospective teachers of secondary school learners: Learning to teach - teaching to learn? Australian Journal of Teacher Education 32, no. 3: 1-9.
47. Little, J.W. 1990. The mentor phenomenon. In Review of research in education, ed. C. Cazden, 297-351. Washington, DC: American Educational Research Association.
48. Long, J. 1997. Mentoring for school-based teacher education in Australia. Mentoring & Tutoring: Partnership in Learning 4, no. 3: 11-8.
49. Martinez, K. 1998. Pre-service teachers adrift on a sea of knowledges. Asia-Pacific Journal of Teacher Education 26, no. 2: 97-106.
50. Maynard, T., and J. Furlong. 1995. Learning to teach and models of mentoring. In Issues in mentoring, ed. T. Kerry and A. Shelton Mayes, 10-24. London: Routledge.
51. McIntyre, D., D. Byrd, and S. Foxx. 1996. Field and laboratory experiences. In Handbook of Research on Education, ed. J. Sikula, 171-93. New York: Macmillan.
52. McNay, M. 2003. Power and authority in education. The Educational Forum 68, no. 1: 72-81.
53. McNay, M., and R. Graham. 2007. Promising practice: Can cooperating teachers help student teachers develop a vision of education? The Teacher Educator 42, no. 3: 224-36.
54. Merriam, S. 1998. Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
55. Moody, J., T. Geary, and J. Pidgeon. 2004. Student teachers in the classroom: Videotapes for staff development and student improvement. Unpublished report, Department of Education and Professional Studies, University of Limerick.
56. Moore, R. 2003. Re-examining the field experiences of pre-service teachers. Journal of Teacher Education 54, no. 1: 31-42.
57. Morgan, L. 2007. Practicum: Managing and strengthening the triadic relationship. Paper presented at Improving University Teaching conference, July 4-7, in Jaén, Spain. Available online at www.iutconference.org/2007. (accessed March 10, 2008).
58. Mullins, T. 2004. Teaching practice in the Higher Diploma in Education in the Republic of Ireland. In Teacher education in the Republic of Ireland: Retrospect and prospect, ed. A. Burke, 38-42. Armagh, UK: Centre for Cross Border Studies.
59. Ní Aingleis, B. 2007. Unpacking a pedagogy of 'partnership' in initial teacher education in Ireland. Paper presented to the British Educational Research Association Annual Conference, September 5-8, in London.
60. OECD. 1991. Reviews of National Policies for Education: Ireland. Paris: OECD.
61. OECD. 2005. Attracting, developing and retaining effective teachers - final report: Teachers matter. Paris: OECD.
62. Orland-Barak, L. 2002. The impact of the assessment of practice teaching on beginning teaching: Learning to ask different questions. Teacher Education Quarterly 30, no. 2: 99-122.
63. Punch, K. 1998. Introduction to social research: Quantitative and qualitative approaches. London: Sage.
64. Sanders, M., M. Dowson, and C. Sinclair. 2005. What do associate teachers do anyway? A comparison of theoretical conceptualizations in the literature and observed practices in the field. Teachers College Record 107, no. 4: 706-38.
65. Schulz, R. 2005. The practicum: More than practice. Canadian Journal of Education 28, no. 1-2: 147-67.
66. Slick, S. 1998. The university supervisor: A disenfranchised outsider. Teaching and Teacher Education 14, no. 8: 821-34.
67. Stones, E. 1984. Supervision in teacher education: A counselling and pedagogical approach. London: Methuen.
68. Sugrue, C. 1996. Student teachers' lay theories: Implications for professional development. In Teachers' professional lives, eds. I. Goodson and A. Hargreaves, 154-77. London: Falmer Press.
69. Uí Catháin, M. 1986. Supervision of teaching practice: Towards a reappraisal. Irish Educational Studies 6: 155-71.
70. Victorian Institute of Teaching (VIT). 2007. Preparing future teachers: The standards, guidelines and process for the accreditation of pre-service teacher education courses. Melbourne: Victorian Institute of Teaching. Available online at http://www.vit.vic.edu.au/files/documents/1158-Future-Teachersfinal.pdf. (accessed February 25, 2009).
71. Victorian Institute of Teaching. 2009. Standards for graduating teachers. Melbourne: Victorian Institute of Teaching. Available online at: http://www.vit.vic.edu.au/files/documents/1752-Standards-for-Graduating-Teachers-jan-09.pdf. (Accessed February 25, 2009).
72. Walkington, J.A. 2004. Assessing professional experience learning: Dilemmas for the partnership. Paper presented to the Practical Experiences in Professional Education (PEPE) Conference, February 2-4, in Brisbane, Australia.
73. Woods, A.M., and J. Weasmer. 2003. Great expectations for student teachers: Explicit and implied. Education 123, no. 4: 681-8.
74. Zeegers, M., and P. Smith. 2003. Softening the rock and the hard place: First year education practicum and mentoring at the University of Ballarat. International Journal of PEPE 7, no. 1: 37-45.
75. Zeichner, K. 1990. Changing directions in the practicum: Looking ahead to the 1990s. Journal of Education for Teaching 16, no. 2: 105-32.