Rethinking the practicum: Limitations and possibilities

Abstract

Teachers and policy makers often view the practicum as being the critical component of initial teacher education (ITE) programmes. While numerous studies have investigated the practicum in ITE, less attention has been given to the role practicum plays in the transition from preparation to teaching. This study investigated 12 New Zealand first-year primary teachers' perceptions of how their practicum experiences prepared them for starting teaching. The data for this qualitative study were gathered over a 15-month period using semi-structured individual interviews. The study showed that, while the beginning teachers consistently viewed the practicum as being a key part of their ITE, their practicum experiences were not always helpful in supporting their move into teaching. While acknowledging that the practicum cannot replicate the conditions of full-time teaching, the findings suggest that the practicum should be reconsidered in order to more effectively prepare student teachers for the complexities and demands of beginning teaching.