Failure to Fail in a Final Pre-service Teaching Practicum

Abstract

This article presents a Canadian perspective on the issue of failure to fail in Bachelor of Education programs. The issue of failure to fail in Bachelor of Education programs is one that had not been explored in any great detail. What literature does exist focuses on the strain that a teacher experiences when s/he mentors a student teacher (Siebert, Clark, Kilbridge, & Peterson, 2006) and the wide variety of situations that can result in failure (Sudzina & Knowles, 1992). This study examines whether the issue of failure to fail in final pre-service practica exist and, if so, why? Twelve interviews were conducted at a mid-sized Canadian university in Ontario with university supervisors and associate teachers on the topic of teacher candidate failure during the final teaching practicum. All participants had experience with teacher candidates struggling during practicum. Faculty commented on their supervision of student teachers in Ontario, other provinces in Canada, and the United States. Results indicate that both university supervisors and associate teachers find the decision to fail a student teacher difficult, taking an emotional toll on both the supervisor and the student. University faculty report the decision to fail results in additional work for the faculty responsible; however, failure to fail an underperforming student teacher could diminish the reputation of professional programs. Associate teachers feel a sense of betrayal when their recommendations to fail an under-performing student are not followed by the university. These findings have implications for improving the quality of field experiences and support for students, associate teachers, and faculty in Bachelor of Education programs. Cet article présente une perspective canadienne sur le fait qu’il n’y a pas d’échecs dans les programmes de baccalauréat en éducation. Cette absence d’échecs dans les programmes de baccalauréat en éducation n’a jamais été explorée en détails. La documentation qui existe se concentre sur la pression ressentie par les enseignants quand ils dirigent les étudiants à l’enseignement (Siebert, Clark, Kilbridge & Peterson, 2006) et sur la grande variété de situations qui peuvent mener à l’échec (Sudzina & Knowles, 1992). Cette étude examine la question de savoir si l’absence d’échecs lors des derniers stages pratiques d’initiation existe et si oui, pourquoi. Douze entrevues ont été menées dans une université canadienne de taille moyenne en Ontario avec des superviseurs universitaires et des enseignants associés sur la question de l’échec des étudiants à l’enseignement lors du dernier stage pratique d’enseignement. Tous les participants ont eu l’occasion de constater des difficultés éprouvées par les candidats à l’enseignement durant le stage pratique. Les professeurs ont fait des commentaires sur leur supervision d’étudiants à l’enseignement en Ontario, dans d’autres provinces du Canada et aux États-Unis. Les résultats indiquent qu’à la fois les superviseurs universitaires et les enseignants associés trouvent que la décision de faire échouer un étudiant à l’enseignement est difficile et qu’elle peut entraîner des conséquences émotionnelles à la fois pour le superviseur et pour l’étudiant. Les professeurs d’université rapportent que la décision de faire échouer un candidat crée du travail supplémentaire pour le professeur responsable; toutefois, le fait de ne pas faire échouer un étudiant dont le travail ne donne pas satisfaction pourrait faire baisser la réputation des programmes professionnels. Les enseignants associés se sentent trahis quand leurs recommandations de faire échouer un étudiant dont le travail n’est pas satisfaisant ne sont pas prises en compte par l’université. Ces résultats ont des implications qui pourraient améliorer la qualité du travail sur le terrain et le soutien apporté aux étudiants, aux enseignants associés et aux professeurs qui enseignent dans des programmes de baccalauréat en éducation.

Evaluation of Unsatisfactory Student Performance in Professional Nursing Practice: A Hermeneutic Study

“…As a result, properly overseeing the work of the remaining students in the group can become difficult for the PPIs. Previous studies involving the experiences of nursing preceptors and other practice educators revealed that overseeing the work of one struggling student is stressful and time-consuming (Cleland et al, 2008;Danyluk et al, 2015;Finch & Poletti, 2014;Jervis & Tilki, 2011). Therefore, this finding is not surprising given that time constraints can leave educators feeling guilty and even resentful toward the failing student for preventing them from fulfilling their obligations to oversee the work of other group members.…”

“…Appendix C contains the critical appraisal of relevant studies reviewed in this chapter. The studies that met the inclusion criteria for the literature review were predominantly qualitative in nature (except for Brown et al, 2012) and originated in the UK (Black et al, 2014;Cleland et al, 2008;Duffy, 2003;Finch & Poletti, 2014;Jervis & Tilki, 2011;Lankshear, 1990), Australia and New Zealand (Duke, 1996;Hawe, 2003;Stokes, 2007), South Eastern Europe (Finch & Poletti, 2014), United States (Amicucci, 2012;DeBrew & Lewallen, 2014;Poorman & Mastorovich, 2014;Fontana, 2009), and Canada (Danyluk et al, 2015;Diekelman & McGregor, 2003;Dudek, 2005;Larocque & Luhanga, 2013;Luhanga et al, 2008a). The CASP for qualitative studies has 10 questions and I assigned one mark to each question for a total score of 10; questions include: "Was there a clear statement of the aims of the research?"…”

“…Luhanga et al (2008a) explained that "assigning a failing grade to a student is perceived as an act of bravery ... [so] when their decision to recommend a failing grade is not taken into consideration, preceptors may be belittled" (p. 8). A recent phenomenological study by Danyluk et al (2015), involving 12 practice teacher educators in Ontario, highlighted that teacher educators also felt insulted and betrayed when their recommendations to fail a student teacher were overturned by the school, as demonstrated in the given quote: "It was very frustrating and ultimately I felt almost betrayed because I did fail that student, and they did go on to become a teacher" (p. 9). Danyluk et al noted such a consequence makes teacher educators less inclined to take on a student teacher, which results in a loss of field practicum placement for the teaching institution.…”

“Separating the Wheat from the Chaff” – Failures in the Practice based Parts of Swedish Teacher Education

“…In their article, Danyluk et al (2015) conclude, just like we do, that failure in teacher programme placement studies is never an easy or one-sided matter. It involves teacher education, student, supervisors in schools and the establishment that has received the student.…”

“It’s Pre-Service Teacher’s Time”: Shifting the Focus of Communication Apprehension (CA) Research

“…There has been little discussion on preservice teachers particularly on their CA profile. The existing literature with regards to pre-service teachers focused on the impact of their failure in teaching practicum towards teacher associates, faculty members, and the quality of professional program in general [26]. In addition, similar literature investigated the profile of in-service teachers in Nigeria and claimed that age and gender proved to be non-determinant factors towards their CA [3].…”