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ERIC Number: EJ1022363
Record Type: Journal
Publication Date: 2013
Pages: 36
Abstractor: As Provided
Reference Count: 128
ISBN: N/A
ISSN: ISSN-1047-6210
The Practicum in Preservice Teacher Education: A Review of Empirical Studies
Cohen, Esther; Hoz, Ron; Kaplan, Haya
Teaching Education, v24 n4 p345-380 2013
This literature review presents a systematic analysis of 113 empirical studies conducted between 1996 and 2009, portraying a picture of the rationales, goals, activities, roles, and outcomes in the different practicum settings in teacher education programs. The review shows that the rationale, goals, and activities in the different practicum settings are focused on teaching competencies and acquaintance with the pupils' diversity. The supervisors' role is focused mainly on the preservice teachers' inner world, and only few studies examined school students' achievements as a result of preservice teachers' instruction. The individual relationships between mentors, supervisors, and preservice teachers were attended by tension and conflicts ensuing from different interests, educational philosophies, and status differences that were not bridged. Preservice teachers' acquaintance with staff and principals at the host school were a negligible part of the practicum descriptions. The discussion will portray two kinds of asymmetric relations between the host schools and the teacher education programs, and one kind of symmetric relations emerging from the descriptions of the practicum. The implications will suggest a broader view of the practicum, designing a new teacher education program embedded in school organizational culture.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A