A Comparative Examination of Teacher Candidates’ Professional Practicum Experiences in Two Program Models

Nancy Maynes, Ann-Liisa Mottonen, Glen Sharpe

Abstract


This paper reports on one aspect of a larger study, which examined the relationship between pre-service teachers’ self-reports of knowledge and confidence in regard to many key areas of professional practice. Survey information was provided by current, and recently graduated concurrent and consecutive bachelor of education students. Perceptions of professional gains through the practicum were examined. Students who are studying education through a concurrent program feel that they have acquired significantly more professional background about teaching through practicum experiences than students acquiring a comparable degree though a consecutive route.  As the practical applied knowledge that students acquire through practicum experiences is essential for teacher development, this finding is important. The results of this study demonstrate that the amount and placement over time of practicum provided in a teacher’s pre-service program matters to the level of professional expertise they feel that they have acquired overall.

Keywords: practicum, consecutive education programs, concurrent education programs


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References


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