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.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/43711 |
| Date | 14 January 2014 |
| Creators | Ronsyn, Kathleen M. |
| Contributors | Mascall, Blair |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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