Complex, compound and critical: recognising and responding to the factors influencing diverse preservice teacher experiences of practicum

Gillett-Swan, Jenna; Grant-Smith, Deanna

doi:10.1080/1359866x.2017.1343590

Cited by 2 publications

(2 citation statements)

References 5 publications

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“…WIL provides opportunities where the world of work is brought into the classroom and where students go to authentic workplace settings (Trede, 2012). WIL is an integral part of initial teacher education for preservice teachers (Gillett-Swan & Grant-Smith, 2017). Pre-service teachers are those who enrol in teacher-education programmes for the acquisition of credentials in public schools or private sectors, domestically or internationally (Lee, 2015).…”

Section: Work Integrated Learningmentioning

confidence: 99%

Pre-Service Teachers’ Professional Identities in Work Integrated Learning: Experiences from A South African University

2023

IJSSES

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The study explored the impact of work-integrated learning on shaping the professional identities of Postgraduate Certificate in Education (PGCE) pre-service teachers at a university in South Africa. The research employed a qualitative case study approach where data was generated using a semi-structured interview protocol with 26 PGCE pre-service teachers, 14 females and 12 males, that were purposively selected as the study sample. Data generated through the semi-structured interviews was analysed using thematic method. The study is framed using the Personal Construct Theory (PCT). According to the theory, constructs (professional identities) are drawn from the experiences and perceptions of individuals about a specific exercise, in this case, teaching practice. Thus, the application of PCT in the teaching practice exercise revealed that Work Integrated Learning (WIL) aided PGCE pre-service teachers in articulating the various constructs experienced during the WIL as it exposed them to mentor teachers and other staff members' support. According to the findings, such exposure resulted in the development of professional identities in pedagogical knowledge, inclusive education strategy, classroom management and communication skills, and collaborative and administrative skills. Thus, it is concluded that the condition of the school environment can impact preservice teachers' development of professional identities. Based on the conclusion, recommendations were made, which include, among others, the need for robust collaboration between teacher training institutions (universities) and partner schools to ensure every member understands their role in providing the needed support for pre-service teachers at their respective learning sites and the need for the capacity building of mentors in schools who guide the pre-service teachers on a daily basis during teaching practice.

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Section: Work Integrated Learningmentioning

confidence: 99%

Pre-Service Teachers’ Professional Identities in Work Integrated Learning: Experiences from A South African University

2023

IJSSES

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“…Although there has been an increasing emphasis on work-integrated learning (WIL) experiences in higher education across multiple disciplines (Grant-Smith et al , 2017), it has long been a core component of initial teacher education programs. In the context of initial teacher education, WIL exposes students to professional workplaces and provides the opportunity to apply theoretical and practical learning within a school environment (Gillett-Swan and Grant-Smith, 2017). Participation in WIL through professional placements (or practicum) is deemed essential in the preparation of pre-service teachers and is a mandatory condition for provisional/graduate teacher registration in many jurisdictions (e.g.…”

Section: Introductionmentioning

confidence: 99%

Addressing mentor wellbeing in practicum placement mentoring relationships in initial teacher education

Gillett-Swan

Grant-Smith

2020

IJMCE

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PurposeUniversity-affiliated mentors serve as liaisons between schools and pre-service teachers during practicum placements, offering academic, administrative and relational support. In the context of academic workload intensification, increasing student numbers and the need to respond to issues as they occur in time-pressured environments, the wellbeing of mentors can become compromised. Mentor wellbeing is explored, highlighting corollary impacts of threats to pre-service teacher wellbeing on those who support them.Design/methodology/approachA descriptive single case-study explored mentor lived experiences of wellbeing during the pre-service teacher practicum placement and mentoring process. Semi-structured interviews were conducted with mentors supervising pre-service teacher professional experience placements. Adopting a shadowed data approach, mentors shared their own experiences and reflected on the experiences of others. Data was analysed using thematic content analysis.FindingsMentor and pre-service teacher wellbeing experiences exhibited similar wellbeing indicators, including personal and professional stress, workload strains and ethical dilemmas. Many mentors felt invisible in terms of supports for their own self-care as the focus was on meeting practicum stakeholder and student support needs rather than their own wellbeing.Originality/valueChanges to professional experience practices must consider potential impacts on pre-service teachers, in-school supervisors and the university-affiliated mentors as the wellbeing of each is potentially impacted the wellbeing of others in this professional experience triad. Increasing emphasis on work-integrated learning experiences across multiple disciplines invites future comparison and contrast of wellbeing experiences.

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Complex, compound and critical: recognising and responding to the factors influencing diverse preservice teacher experiences of practicum

Cited by 2 publications

References 5 publications

Pre-Service Teachers’ Professional Identities in Work Integrated Learning: Experiences from A South African University

Pre-Service Teachers’ Professional Identities in Work Integrated Learning: Experiences from A South African University

Addressing mentor wellbeing in practicum placement mentoring relationships in initial teacher education

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