What characterises a good practicum in teacher education?

By Marit Ulvik, Kari Smith. 2011

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Practice teaching is regarded as a key component of teacher education and often highly valued by student teachers, even if the aims of field experiences vary from context to context. This article takes a closer look at the practicum in a one-year postgraduate teacher education programme (PGCE) in Norway by listening to the voices of student teachers, school-based mentors and university-based supervisors. The study aims to obtain a deeper understanding of how the practicum is understood and whether the various stakeholders in the same context share a common view of the practicum.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/782ab6977105e5e83f922422ccaf9ede175a8185