Greater Recognition, Greater Responsibility: An Enhanced Role For School-based Practicum Coordinators

Abstract

Much has been written about the role of supervising or mentor teachers and the importance of their work in supporting the pre-service teacher. Comparatively little has been written about the school-based coordinator and the potentially significant role they play in preparing future teachers. Unrecognised, under-valued, and poorly paid might best describe the experience of many school-based coordinators. A qualitative research study investigated the impact of according status and recognition to ten school-based coordinators in a project that aimed to enhance the effectiveness of beginning teachers by improving the quality of their practicum experience. School-based coordinators, renamed Practicum Liaison Teacher (PLTs), were supported in their work and given considerable autonomy in devising the content and structure of the practicum provided for a group of pre-service teachers. PLTs, after two years in the enhanced role, report both satisfaction with and enjoyment of the job.