This study explores the perspectives of associate teachers (also known as cooperating teachers, host teachers, mentor teachers) during the preservice practicum. The study was conducted over the span of one school year (2008-09) in one school district. Ten associate teachers consisting of primary, junior, and intermediate elementary teachers, who had been associate teachers during the 2008-2009 school year, were interviewed once for approximately one hour. Based upon the responses of the participants and related literature, the study reveals that overall associate teachers found the practicum experience to be positive. However, the varied responses also reveal that there is room for improvement. The findings indicate that the practicum experience would be greatly enhanced through allowing associate teachers more input into the preservice program, and increasing the collaboration amongst university supervisors, teacher candidates, and associate teachers. The findings also indicate that associate teachers seek a more defined and structured role description, which takes into account the reality of classrooms and their emotional work. Further, the study highlights the need for preservice programs to rebuild and promote professional practice that supports on-going learning for associate teachers. Suggestions for improvements in the preservice practicum are given as well as implications for future research. It is concluded that associate teachers need to be considered as real partners in preservice education, which can be achieved by preservice programs seeking programmatic coherence, rethinking institutional patterns and re-envisioning the role of associate teachers. It is suggested that a collaborative and innovative direction is required that takes into account the complex work of teachers and associate teachers.

This study explores the perspectives of associate teachers (also known as cooperating teachers, host teachers, mentor teachers) during the preservice practicum. The study was conducted over the span of one school year (2008-09) in one school district. Ten associate teachers consisting of primary, junior, and intermediate elementary teachers, who had been associate teachers during the 2008-2009 school year, were interviewed once for approximately one hour. Based upon the responses of the participants and related literature, the study reveals that overall associate teachers found the practicum experience to be positive. However, the varied responses also reveal that there is room for improvement. The findings indicate that the practicum experience would be greatly enhanced through allowing associate teachers more input into the preservice program, and increasing the collaboration amongst university supervisors, teacher candidates, and associate teachers. The findings also indicate that associate teachers seek a more defined and structured role description, which takes into account the reality of classrooms and their emotional work. Further, the study highlights the need for preservice programs to rebuild and promote professional practice that supports on-going learning for associate teachers. Suggestions for improvements in the preservice practicum are given as well as implications for future research. It is concluded that associate teachers need to be considered as real partners in preservice education, which can be achieved by preservice programs seeking programmatic coherence, rethinking institutional patterns and re-envisioning the role of associate teachers. It is suggested that a collaborative and innovative direction is required that takes into account the complex work of teachers and associate teachers.

There is broad agreement that the practicum is a key part of teacher education. In the context of the classroom, the teacher candidate begins to adopt the role of teacher as outlined by the Ministry of Education in Ontario. One challenge for teacher candidates is to translate to the classroom what they have experienced in their university program. Associate Teachers influence this translation of pedagogy by how they shape what Student Teachers have explored in theory. The broad scope of research literature on the role of the Associate Teacher lacks clarity on the varied perceptions of the supportive roles of Associate Teachers. Research is needed on how Teacher Candidates and Associate Teachers perceive their pre-service practice experience and the impact of the Associate Teacher support. This study is a qualitative one. The research is based on a series of semi-structured interviews conducted with teachers who were participants in the 2007/2008 elementary pre-service consecutive teacher education program at one Ontario University. Findings from the research suggest that the use of participatory dialogue throughout the practicum is essential to support the learning process of Student Teachers concerning teaching in the classroom. Additionally, differentiated mentored support by the Associate Teacher proved essential to the completion of the practicum by the Teacher Candidate.

There is broad agreement that the practicum is a key part of teacher education. In the context of the classroom, the teacher candidate begins to adopt the role of teacher as outlined by the Ministry of Education in Ontario. One challenge for teacher candidates is to translate to the classroom what they have experienced in their university program. Associate Teachers influence this translation of pedagogy by how they shape what Student Teachers have explored in theory. The broad scope of research literature on the role of the Associate Teacher lacks clarity on the varied perceptions of the supportive roles of Associate Teachers. Research is needed on how Teacher Candidates and Associate Teachers perceive their pre-service practice experience and the impact of the Associate Teacher support. This study is a qualitative one. The research is based on a series of semi-structured interviews conducted with teachers who were participants in the 2007/2008 elementary pre-service consecutive teacher education program at one Ontario University. Findings from the research suggest that the use of participatory dialogue throughout the practicum is essential to support the learning process of Student Teachers concerning teaching in the classroom. Additionally, differentiated mentored support by the Associate Teacher proved essential to the completion of the practicum by the Teacher Candidate.

Discussions between clinical nurse leaders and nurse faculty regarding changes in healthcare that affect the new Bachelor of Science in Nursing (BSN) graduate resulted in the creation of the Senior Partnership Practicum. This article describes the process that took place to implement this clinical partnership model at Johnson City Medical Center (JCMC).

A strong professional counselor identity is vital for supervisees in training (Hansen, 2003). Supervision has been linked to enhancing the development of a professional identity in supervisees (Bernard & Goodyear, 2004). In a study of counselor interns, Weaks (2002) found supervisees require three core conditions in supervision necessary for developing a professional identity: equality, safety, and challenge. In a similar study, Howard, Inman, and Altman (2006) found beginning practicum supervisees experienced five critical incidents in their professional growth: professional identity, personal reactions, competence, supervision, and philosophy of counseling. The purpose of this study was to explore how practicum and internship supervisees across the two varying educational levels (practicum and internship) experience the development of a professional counselor identity in supervision. This study examined (a) whether internship supervisees experience the same five critical incidents in their development of a professional identity as practicum supervisees (Howard, Inman, & Altman; 2006), and (b) whether practicum supervisees require the same three core conditions (Weaks, 2002) necessary for developing a professional identity that internship supervisees experienced. My study found that internship supervisees experienced the same five critical incidents with fluctuation in their development of a professional identity as practicum supervisees in Howard et al.'s (2006) research. Conversely, practicum supervisees in my research did not require all three core conditions necessary for developing a professional identity that internship supervisees experienced in Weaks’ (2002) qualitative study. This study was significant in that it provided empirical research to assist supervisors and counselor educators in understanding the experiences of practicum and internship supervisees.

“Practicum” refers to the time students undertaking initial teacher education programs spend in schools during their training. Its purpose is to enable the university and accredited teachers to assist student teachers to gain experience in translating educational theory into classroom practice. It is recognised as a vital component of teacher education. In 1998 the Australian Catholic University (ACU National) Melbourne campus, introduced the ‘extended practicum’ into their teacher education program. The extended practicum, undertaken by students in their final year, is significant to student learning as it enables them to spend an extended period of time with the same group of pupils. However, to date this program has not been formally evaluated. This study used qualitative methodology to investigate the effectiveness of the extended practicum in the Bachelor of Education course offered through the Trescowthick School of Education at ACU National Melbourne Campus. Literature pertaining to the development and current understandings of the practicum in teacher education and the partnership between the university and schools in managing the practicum was reviewed. Questionnaires, semi-structured interviews and focus groups were used to gather data about the experiences and reflections of pre-service teachers, first year teachers, supervising teachers and university staff involved in the extended practicum. The data were analysed and key themes were identified and compared between groups. The findings suggested that while all stakeholders recognised the importance and value of the extended practicum in teacher education, their ideas about its major aims and strengths differed. A number of issues were identified that could improve the quality of the extended practicum and thus enhance the learning experience for pre-service teachers. These issues included preparation of the pre-service teachers, length and timing of the practicum, supervision and assessment of pre-service teachers during the practicum, professional development for supervising teachers and most importantly improved communication between the university and schools. Information from this study can inform the development of the extended practicum, and as a consequence, the total practical teaching program at ACU, (National), Melbourne. This will further support the ongoing relationships between the university and schools and teachers who support the program and who provide an improved learning opportunity for pre-service teachers.

The purpose of the study was to ascertain the degree of similarity between the expectations for student learning as expressed by faculty, host librarians and students on practica in library and information studies; and the learning outcomes experienced as expressed by students. An attempt was also made to assess the bearing that preparation for and organisation of the practicum might have on learning outcomes. The study thus had four aims: (a) To discover whether the three stakeholders (faculty, host librarians and students) were working towards the same or similar objectives, (b) To ask students what they experienced and learnt in their individual practica, and to compare this with their previously stated expectations, (c) To assess the relationship between preparation by faculty of host librarians and of students, and a successful practicum. (d) To gather information on the importance of aspects of organisation related to practica, such as timing and duration. To meet the purpose and aims of the study five groups of research questions were framed. The first three dealt with the expectations for student learning and learning outcomes in the cognitive, affective and psychomotor domains, as defined by Krathwohl, Bloom and Masia (1964) in their taxonomy. To meet the third and fouth aims of the study two other groups of research questions were framed which dealt with preparation and organisational aspects of the practicum under study. From these five groups of research questions specific interview schedules were designed, appropriate to each stakeholder interviewed and the inter-related investigations which the study comprised. A qualitative approach was chosen as the basis for carrying out the study. The Department of Library and Information Studies at the Western Australian Institute of Technology (now Curtin University of Technology) was selected as the study site. A sample was drawn to represent each of the stakeholders: the DLIS faculty, the host librarians and two cohorts of students. Student samples represented those undertaking a practicum at the end of their course in 1985 (an end-on practicum) and those undertaking the component mid-course in 1986 (a sandwich practicum). A total of 69 respondents were interviewed which produced 88 separate interviews. Personal interviews which were tape-recorded were conducted with each of the respondents between 19 September 1985 and 8 August 1986. A method of collating and analysing the data collected was devised by the researcher and is presented in Appendix V of this thesis. The following conclusions were reached from the analysis of results. While there was congruence between the expectations held by stakeholders for the learning outcomes of students, there was a lack of congruence between the expectations held by students pre-practicum, and their learning outcomes postpracticum. However, there was no marked difference between the outcomes of the end-on practicum and sandwich practicum students. This implies that the timing of the practicum might not be as important to learning outcomes as the individuals' experiences in their host library.

The purpose of this study was to construct the indicators for accrediting institutions for intern teachers in Taiwan. Based on the result of document analysis, literature review, four times of panel discussion, public hearings, expertise validity and questionnaire review separately, the researcher constructs eight domains and thirty-five indicators for research. Samples not only are composed of domains administrative personnel; teachers whom work in affiliated experimental elementary and secondary schools, but consisted of intern teachers. The total number is 563. The research uses descriptive statistics, t-test and one-way ANOVA to analyze the appropriation of these indicators. In terms of the result, the research found out that ¡§the ideas of educational practicum¡¨ and ¡§the plan of educational practicum¡¨ are the best appropriate domains. Moreover, the male participants think the domain of ¡§checking system of educational practicum¡¨ is more appropriate than female. The intern teachers think the domain of ¡§the plan of educational practicum¡¨ and ¡§administrative supports of educational practicum¡¨ are more appropriate than those who had already finished their educational practicum. Except the domain of ¡§the achievement of educational practicum¡¨, there are significant differences in other seven domains between different identities. And the indicators of quality of mentor have significant differences between different school types. Finally, based upon above conclusions, the researcher offers several related suggestions to the education authority, the institutions of intern teachers, the institutions of teacher education and future studies, hoping to improve the educational practicum.

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