Working with student teachers ‘at risk’ during early childhood practicums: Reflections from five Associate Teachers

Abstract

In this study, the focus is on five Associate Teachers’ remembered experiences of working with early childhood Student Teachers nearing graduation who were at risk of failing practicum. Using Rogoff’s overlapping ‘planes of analysis’, the subjective experiences of the Associate Teachers are analysed, bringing into focus the personal, interpersonal and institutional complexities involved in attempting to assess the Student Teacher on practicum. Ethical and philosophical issues become apparent, particularly in the clash between protecting a Student Teacher’s privacy and the open communication valued in the relationship, between Associate Teachers and the Initial Teacher Education provider.