A Systematic Literature Review of the Pre-service Teacher Practicum in the United States

Abstract

[Purpose] The purpose of this study is to derive practical policy implications for ‘A Study on the Development of Teacher Training System of the Ministry of Education in 2021’ by systematically synthesizing and analyzing articles related to the pre-service teacher practicum system in the U.S. [Methods]In this study, a Systematic Literature Review was conducted on academic papers in the context of the United States published in the Web of Science, and a total of 13 studies were selected and analyzed as final analysis target literature. [Results] First, the teacher practicum system in the United States broadly reflected the regional context and multicultural needs. Second, three agents of practicum, university professors (teacher educators or methodology instructors), in-service teachers (cooperative teachers or mentor teachers), and pre-service teachers, were participating in the planning and managing of the practicum system based on cooperation. Third, attempts to verify the research-based practicum system were actively being made. [Conclusion] First, various discussions for multicultural education need to be made by actively encouraging cooperative teaching-learning activities with bilingual instructors and domestic teacher practicum for overseas pre-service teachers. Second, it is necessary to provide an institutional basis for pre-service teachers, university professors, and in-service teachers to cooperate in various forms so that pre-service teachers can comprehensively participate in educational activities as members of the educational community. Third, it will be necessary to actively encourage the pilot operation of various experimental practicum systems for the purpose of granting autonomy to the practicum system plan and verifying themselves.