Perceptions of practicum actors in the primary teacher education practicum program

From traditional to clinical approach toward continuing professional development: Academia‐field partnership in teacher education

“…The success of the training process lies in a strong partnership of knowledge, processes and people, especially the mentor teachers (Ingersoll & Strong, 2011; Orland‐Barak & Wang, 2021). In the clinical model, all these take place with an emphasis on the academia‐field connection and on the processes that occur between them as a product of full partnership (Beshir et al., 2023; Straub & Ehmke, 2021; White et al., 2022). Furthermore, as for the role of the principal of the training school, it seems that in the clinical field‐focused model, the principals need to be in constant contact with the teacher students and constitute a significant figure for them.…”

“…The proposed guideline is based on theoretical principles that encourage research‐informed clinical practice, with high‐level reciprocity between theoretical and applied practical knowledge (Burn & Mutton, 2015) through research involving creativity, analysis, synthesis, curiosity and judgement. Additional studies highlight the importance of connecting the types of knowledge as part of the close academia‐field cooperation (Darling‐Hammond, 2023), while addressing the challenges that exist in this regard (Beshir et al., 2023), and the need for high involvement of trainees in research carried out in the field that integrates theoretical knowledge from academia.…”