Rethinking the practicum: limitations and possibilities

Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-service Teachers’ Practicum Experiences

“…However, pre-service teachers do experience intense emotions during their teaching-learning process (e.g., Bloomfield, 2010;Timoštšuk & Ugaste, 2010). These emotional obstacles have an impact on pre-service teachers' teaching; learning; classroom management; and interactions with students, school mentors, and students' parents (Grudnoff, 2011). Thus, it is reasonable to recognize the influences from or the contributions of the affective domain-the emotional process of the teaching and learning experience-towards the construction of the teachers' identity (Han, 2016;Zembylas, 2004).…”

Enhancing student teacher self-efficacy beliefs to teach priority learners in New Zealand

“…Both the university supervisor and mentor teachers played a vital role in providing feedback for their next steps in learning, which guided and encouraged their growing capabilities. Such social persuasion is most fruitful within trusting mentoring relationships (Grudnoff, 2011). The value of high quality mentors raises the issue of ensuring the professional preparation for mentors working in these university-school partnerships (Sewell, Hansen, & Weir, 2017).…”

Raising the Curtain: Investigating the Practicum Experiences of Pre-service Drama Teachers

“…Research has identified the practicum as integral to the development of effective teachers (Beck & Kosnik, 2002;de Leon-Carillo, 2007;Grudnoff, 2011;Segall, 2002;Wyckoff, Grossman, Boyd, Lankford & More specifically, Murray-Harvey (2001) found that the placement of two or more preservice teachers in a practicum school was important as it prevented the social isolation so many pre-service teachers feel during the practicum. Furthermore, Murray-Harvey (2001) identified that a quality mentor teacher was integral to a positive practicum experience.…”