Visiting Lecturers Promoting Self-Regulated Learning with Student Teachers

Abstract

The role the visiting lecturer plays in promoting and supporting student teacher learning on practicum is an important one in Initial Teacher Education (ITE). The practicum experience is a challenging and high stakes environment for student teachers, and it is essential they receive support from those with responsibility for assisting them in their learning, namely the visiting lecturer and associate teacher. A central argument of the current research study, is that student teacher learning is not simply focussed on surviving the practicum and meeting set requirements, but in being challenged to acquire the skills of self-regulated learning and the development of adaptive expertise. What is also important is the creating and fostering of partnerships by visiting lecturers with schools, and relationships with associate teachers, working together for the promotion of student teacher learning on practicum. This research study investigated the specific role the visiting lecturer plays in supporting student teacher learning on practicum and was guided by three questions. The first two questions related to the role visiting lecturers played in the setting, monitoring and evaluating of student teachers’ learning goals and how they specifically supported and helped to improve student teachers’ pedagogical practice while on practicum. The third question focussed on the ways in which visiting lecturers created partnerships with schools and relationships with associate teachers, and the extent to which these relationships enhanced student teacher learning. Case study methodology was used to investigate the role the visiting lecturer played in student teacher learning and focussed intensively on the phenomenon of how student teacher learning is promoted during practicum. Seven visiting lecturers, 18 student teachers and 18 associate teachers participated in the research study from two different programmes at a Faculty of Education in Auckland, New Zealand. Three leaders with responsibility for ITE also participated. Data collection involved semi-structured interviews, focus group interviews, the taping of initial practicum meetings and triadic/professional discussions during the practicum, together with written documentation. The research findings indicated that the seven visiting lecturers enacted their role in student teacher learning on practicum very differently. Three of the seven visiting lecturers were highly effective in supporting and promoting the skills of self-regulation, while at the same time they created supportive partnerships with associate teachers for the promotion of key strategies and behaviours. The other four visiting lecturers performed their role in varying and, at times, seemingly less effective ways. The effective visiting lecturers (in partnership with the associate teachers) created conditions of collaboration and support within the practicum environment that enabled the student teachers to develop the skills of self-regulated learning, and thus, I would argue, developed a foundation for becoming adaptive experts. One of the pivotal findings from the research study emphasised the importance of the conversations that took place between the visiting lecturer, associate teacher and student teacher promoting self-regulatory practices. The effective visiting lecturers recognised and acknowledged the knowledge and contributions of associate teachers in the conversations in support of student teachers and their learning. For that reason, more attention has to be paid to visiting lecturers and associate teachers being supportive and inclusive of the role they play in the promotion of student teacher learning. Each of the two parties has a unique role to play, and both visiting lecturers and associate teachers should recognise what each party contributes to ITE and learn from each other (Timperley, 2001). Research studies (e.g., Darling-Hammond, 2006a; Fayne, 2007) have emphasised the importance of student teachers taking responsibility for their own learning, by engaging in personal inquiry and reflection. The findings of the current research study indicated that promoting and supporting self-regulatory skills leading to the development of adaptive expertise, is an integral part of high quality student teacher learning. While there is a wealth of literature exploring the role of ITE and practicum experiences on student teacher learning, very few studies have examined the specific role of the visiting lecturer and associate teacher working together in a complementary partnership, focused on supporting student teachers learning the skills and behaviours of self-regulated learning. Given the paucity of literature in this area, a focus on the role the visiting lecturer plays in student teacher learning, supported by the associate teacher, add valuable insight for those in ITE.