Abstract:
This paper reports on a trial first practicum programme which was undertaken in partnership by the authors (a teacher education lecturer and a school practicum coordinator), in an Auckland multicultural urban secondary school. An alternative inquiry-oriented approach was taken to the more traditional practicum. The move away from the historical apprenticeship model aimed to direct student focus on to both the cognitive and contextual issues which surround teaching. As a result unique insights were gained by the secondary student teachers. These findings are considered, along with their implications.