Initial Teacher Education Practicum 2.0: Learning Through Self-Study in a Professional Setting

Abstract

Self-study of teacher education practices (S-STEP) within practicum contexts is still an underrepresented area of research. 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.