The Practicum

The focus on the practicum as a crucial element in the development of student teachers began in the 1970s. The practicum provides the link between theory and practice and begins the immersion into the profession through a supervised and

collaborative environment (Albasheer et al., 2008; Varrati et al., 2009). Graham (2006) and Albasheer et al. (2008) described the practicum experience as the opportunity for student teachers to learn to deal with diverse populations by acquiring appropriate skills,

knowledge and dispositions, thus making it a significant stage in a teacher’s career. As previously stated, past research has also maintained that the habits of professional practice learned in the initial stages of a teacher’s career can have a bearing on his or her future practices (Loughran, 2007).

Anderson, Walker, and Ralph’s (2009) Canadian study of practicum student teachers engaged in a 16-week practicum experience, identified the elements that student teachers believed had been successful for them during their practicum. The study of 193 respondents found that the social relationships that student teachers formed during the practicum were central to their personal, cognitive, and professional growth (p. 168). Similarly, Ralph’s (1994) study of student teachers during their practicum experiences of their ITE programs at the University of Saskatchewan found that, while many student teachers entered their practicum with concerns, by the end of their ITE program practicum experience most of those concerns had been alleviated.

Cook and Duquette (1999) also found that student teachers identified the practicum as a key factor in their professional development and learning. Specifically, student teachers felt the practicum was fundamental in supporting their learning in the following four areas: curriculum planning and evaluation, discipline and classroom management, pupil and pupil-teacher interactions and development of professional knowledge.

Zeichner’s (2002) review of literature on the student teaching practicum at various U.S. and International colleges found that one key element to a successful practicum was a safe and supportive environment that offered the opportunity for student teachers to engage in pedagogical risk taking and exploration. This environment was established through the quality of the human relationships that were developed.

Selection of the classroom where the student would conduct the practicum, and the teacher in that classroom, also had a strong bearing on its benefits. School placements that encouraged inquiry and reflection by staff working in collaboration were associated with more beneficial practicum experiences for student teachers.

Internationally, studies have shown similar trends to the research conducted in North America. Smith and Lev-Ari’s (2005) study of 480 student teachers in Israel, and Tuli’s (2009) study of 24 student teachers in Ethiopia found that while student teachers viewed the theoretical component of their program as important, the practicum was perceived by students as providing the strongest preparation to become a teacher.

However, the researchers argued that it is the connection between theoretical

knowledge and the opportunity to apply this knowledge through real-life practice that is crucial. The opportunity to master the skills of teaching (pedagogy and didactics), experience the diversity of student learners, begin socialization into a school culture and develop confidence as a professional were all beneficial factors associated with the practicum experience (Smith & Lev-Ari, 2005). Both authors also pointed out that the relational nature of the practicum component can have a strong bearing on the perceived value of the practicum.

The practicum component of professional training is not unique to the profession of teaching. The benefits of the practicum experience in the development of

professionals has been documented across numerous disciplines. Ralph et al.’s (2008) research showed that while each profession they studied had various lengths and ways of incorporating the practicum into their programs, the true value resided in what

occurred within each practicum. For example, the relationship formed between staff and student during the practical experiences was crucial to the development of the student.

The belief in the value of providing an environment within the practicum, where

relationships are modelled that support collaboration, inquiry, and reflection have been highlighted in ITE and other professional training practicum research, both within Canada and internationally.

While numerous Canadian and international studies have confirmed the benefits of the practicum and many within the educational community perceive the practicum to be an essential vehicle for the preparation of student teachers, other researchers (while supporting the good intent of the practicum) have raised questions about the practicum’s purpose and delivery (Foster et al., 2010; Haigh & Ward, 2004; Maskit & Orland-Barak, 2015; Montecinos, Walker, et al., 2015). Concerns can be traced back to a review of research on the teaching practicum by Covert and Clifton (1983) in which the authors found limited empirical support for the importance of the extended practicum. While recent studies have challenged and even contradicted these findings (Ewart & Straw, 2005; Kosnick & Beck, 2003; Le Cornu, 2012; Ralph et al., 2008; Ussher, 2010; Volante, 2006), Covert and Clifton’s (1983) research brought into question not the potential value of the practicum but rather the importance of the manner of delivery of the practicum and what activities or relationships the student teacher engaged in during this practical

experience in order to realize its potential benefits. Schulz (2005) has argued that while the practicum component has received substantially more attention in the last 30 years, a re-evaluation of the how or substance of the practicum delivery is still needed.

Specifically, Schulz calls for the practicum to have a broader educative focus in which emphasis is placed on inquiry, risk-taking, critical evaluation and a collaborative approach. Similarly, Haigh and Ward (2004) argue that practicum placements should support the reflexive, possibility-thinking, risk-taking, and creative endeavours that student teachers must develop to be successful in today’s educational environment and not just be a mechanism to link theory and practice (p 135). Similarly, Maskit and Orland-Barak (2015) argue that student teacher practicums need to align more closely with school practices through reciprocal collaborations and expanding partnerships.

Practices that have been successful in the past in preparing student teachers for the complex educational environment are not necessarily models that will prepare student teachers moving forward. Central to this concern, is the notion that for practicums to be creative, supportive and collaborative environments, there needs to be a clear

understanding of the roles of those within the practicum settings.