The Perceptions of Teacher Education in Relation to the Teaching Practicum

Abstract

This doctoral study examined the perceptions of the student teacher, the associate teacher and the visiting lecturer regarding the adequacy of the practicum for the preparation of the first year primary teacher. Six triads, or case studies, comprising a student teacher, a visiting lecturer and an associate teacher were selected, each within a different school setting. Using grounded theory, the collected data were analysed and sorted until a conceptual framework emerged. Three key themes were identified: the emotional nature of the teaching practicum; the practicum as situated learning; and the practicum as a professional learning community.