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Initial Teacher Education Practicum 2.0

Learning Through Self-Study in a Professional Setting

2nd International Handbook of Self-Study of Teaching and Teacher Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Abstract

Self-study of teacher education practices (S-STEP) within practicum contexts is still an underrepresented area of research within the S-STEP. This chapter revisits and builds upon the practicum-focused chapter from the first volume of this international handbook exploring mainly why the practicum is still a less explored area in the S-STEP community, followed by how teacher educators/researchers facilitate an S-STEP approach to practicum. The exploration begins by examining the challenges of using S-STEP, reviewing the conditions necessary to facilitate S-STEP in practicum settings, and providing arguments that these conditions are difficult to achieve by initial teacher education programs in general. The traditional nature of practicum and university settings, the general lack of support for initial teacher education programs within universities, the absence of the university instructor, and the pressure of a climate of criticism and conflicting demands that schools face all contribute to the challenges related to conducting S-STEP in a practicum setting. Lastly, the chapter offers suggestions that may enhance a self-study approach to practicum, where the involvement of university instructors features prominently.

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Authors and Affiliations

  1. University of Ontario Institute of Technology, Oshawa, ON, Canada

    Diana Petrarca & Shirley Van Nuland

Authors
  1. Diana Petrarca
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  2. Shirley Van Nuland
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Correspondence to Diana Petrarca .

Editor information

Editors and Affiliations

  1. Faculty of Education, Brock University Faculty of Education, St. Catharines, ON, Canada

    Julian Kitchen

  2. School of Education, Royal Melbourne Institute of Technology School of Education, Bundoora, VIC, Australia

    Amanda Berry

  3. School of Education, University of Iceland School of Education, Reykjavik, Iceland

    Hafdís Guðjónsdóttir

  4. Faculty of Education, Simon Fraser University Faculty of Education, Burnaby, BC, Canada

    Shawn Michel Bullock

  5. Dept. of Secondary and Special Education, Montclair State University, Montclair, NJ, USA

    Monica Taylor

  6. College of Education, Kent State University College of Education, Kent, OH, USA

    Alicia R. Crowe

Section Editor information

  1. Faculty of Educatioon, Brock University, Ontario, Canada

    Julian Kitchen

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Petrarca, D., Van Nuland, S. (2019). Initial Teacher Education Practicum 2.0. In: Kitchen, J., Berry, A., Guðjónsdóttir, H., Bullock, S., Taylor, M., Crowe, A. (eds) 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1710-1_37-1

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  • DOI: https://doi.org/10.1007/978-981-13-1710-1_37-1

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  • Print ISBN: 978-981-13-1710-1

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  1. Latest

    Initial Teacher Education Practicum 2.0
    Published:
    14 January 2020

    DOI: https://doi.org/10.1007/978-981-13-1710-1_37-2

  2. Original

    Initial Teacher Education Practicum 2.0
    Published:
    19 June 2019

    DOI: https://doi.org/10.1007/978-981-13-1710-1_37-1

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