Straddling Teacher Candidates’ Two Worlds to Link Practice and Theory: A Self-Study of Successful and Unsuccessful Efforts

Initial Teacher Education Practicum 2.0

“…This occurred as a result of the debriefing process after observing teacher candidates teach lessons during practicum, they tended to experience difficulty in analyzing the rationale for successful implementation of a lesson. Dillon (2017) found that at times, there was little carry-over from previous course work or class discussions.…”

“…(p. 158) Dillon's observation demonstrates the need for helping teacher candidates in reframing their learning and teaching approaches and reinforces the need for careful selection and development of associate teachers and partnered schools so that all parties involved in the practicum experiences can facilitate such framing and reframing discussionsclearly an important practicum activity that is often absent from practicum experiences. Dillon (2017) also found that in order for teacher candidates to reframe their teaching, they required explicit assistance to make connections between course topics/discussions and their practice. This occurred as a result of the debriefing process after observing teacher candidates teach lessons during practicum, they tended to experience difficulty in analyzing the rationale for successful implementation of a lesson.…”

“…We emphasize again the integration of the practicum, and on-campus program serves as the cornerstone for strengthening an S-STEP approach to practicum. For example, if an integrated approach existed, the enormous value teacher candidates place on the practicum (over course work) (Dillon 2017;Russell 2017) might shift to a more holistic appreciation of the learning-to-teach process. Rather than seeing the tacit (or not so tacit) divide of the perceived theory-on-campus-and-practice-inpracticum ideas, approach, and conceptions, perhaps a more fluid interplay of practice and theory could develop, potentially fostering a newfound appreciation for both.…”

“…Do these faculty members see their research and instruction as isolated events from the practicum experience? Dillon (2017) suggests "Indeed, it would be rare to find a teacher education instructor who has any awareness of what candidates actually do with the content of his or her course during practicum" (p.161). Alternatively, perhaps university instructors see the practicum as a never-ending complex phenomenon where they exert little influence.…”

“…Cohesion and coherence are also paramount for approaching a practicum via a self-study approach. Relationship building between universities and school partners is critical as is cultivating a relationship between university supervisors and teacher candidates (Dillon 2017;Russell 2017). This, however, requires a commitment on the part of teacher educators to undertake a role to foster such relationships.…”