Strengthening practicum conversations: Enhancing professional learning and development through returning lecturer supervisions

Abstract

Relationships between teachers, children and university lecturers must be positive, productive and professional to optimise the learning and development of student teachers in school-based experiences. The limited research into these ‘high stakes’ relationships mostly explores alternative approaches. This paper explores the perceptions of student teachers and associate teachers as they consider the value of an alternative practicum supervision approach. The lecturers supervised and mentored the student teachers in all of their practicum experiences. Findings indicate a clear preference for this approach, mostly because of reduced stress, especially in the final practicum. The lecturer was a stable influence with a greater depth of knowledge of the student’s learning journey. The later visits were future-focused, identifying next steps in developing both strengths and weaknesses. There are some current examples of this approach, but these participants suggest that it should be common practice because of the value of the professional conversations that occurred.

Flip, feedback and fly: Using LOOP to Enhance the Professional Experience of Initial Teacher Education

“…However, we acknowledge that other universities do require university faculty to visit preservice teachers during their field experience. The use of video-recordings could provide additional opportunities for faculty members to provide feedback to the both the pre-service and supervising teacher, particularly during aspects of classroom practice, thereby addressing issues raised in Ussher and Carss (2014). The parameters that ensure the usefulness of such feedback in the Australian context would need to be investigated.…”

“…In research aiming to enhance the professional conversations between university faculty and supervising teachers, Ussher and Carss (2014) point out that for pre-service student teachers "developing effective working relationships with schools and associate teachers during their practical experiences is a critical element in [their] perceptions of success" (p. 1). For Ussher and Carss, having the same university faculty visit the pre-service teacher during professional placement is beneficial for both the supervising teacher and the pre-service teacher, providing opportunities for deep reflection and further professional development.…”

“…For Ussher and Carss, having the same university faculty visit the pre-service teacher during professional placement is beneficial for both the supervising teacher and the pre-service teacher, providing opportunities for deep reflection and further professional development. Ussher and Carss (2014) emphasised the centrality of the supervising teacher and the university faculty in evaluating pre-service teachers during their professional placement, noting that: mentors play a critical role in practicum experiences and for most student teachers their school-based mentor changes for each practicum as they experience a variety of school settings … Associate teachers take on their role in good faith, providing pastoral care, expert practical guidance and feedback on teaching (p. 3).…”

Professional Development of EFL Teachers through Rotatory Peer Supervision

“…Lam (2001) examined educatorsí attitudes to classroom observation as a means of professional development and appraisal and found that participants prefer peer coaching, believing that appraisal incites pressure among teachers. Ussher and Carss (2014) studied professional learning and development through returning lecturer supervisions. They found that there should be a good relationship between the supervisor and the supervisees.…”