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School practitioners’ perceptions of the pre-service teacher education practicum: a comparative study

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conference contribution
posted on 2012-01-01, 00:00 authored by Jeanne Allen, D Turner
The importance of strong school-university partnerships in bridging the so-called theory- practice gap in pre-service teacher education has been well established in the literature. The experiences of pre-service teachers during practicum have in particular been shown to be enhanced where there are strong links between the two educational sectors. This paper draws from research conducted in two diverse Australian pre-service teacher education programs to evaluate factors that are perceived to profoundly impact on the professional experiences of pre-service teachers during practicum. The particular focus of this paper is the beliefs and experiences of school practitioners and university staff members regarding the efficacy of the practicum in enabling students to enact theory in practice. A mixed methods approach was adopted for both studies, one of which was located in an urban university in Tasmania, the other in a regional university in Queensland. Findings generated from the comparative study of both programs revealed some differences but predominantly a number of similarities between the perceptions of the two samples of school practitioners and university staff members towards practicum. Three key findings are presented and discussed in this paper.

History

Event

Australian Association for Research in Education Conference (2012 : Sydney, NSW)

Pagination

1 - 10

Publisher

Australian Association for Research in Education

Location

Sydney, NSW

Place of publication

Deakin, ACT

Start date

2012-12-02

End date

2012-12-06

Language

eng

Publication classification

E1.1 Full written paper - refereed

Copyright notice

2012, Australian Association for Research in Education

Title of proceedings

AARE/APERA 2012 : Proceedings from the 2012 Australian Association for Research in Education Conference

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