Scholarlink

Practicum is a key component of initial teacher preparation. It provides an opportunity for student teachers to enact knowledge into practice and to acquire beginning teacher competencies. It affords a platform for them to act on their beliefs and intentions, to reflect on their role as teachers, and to crystallise their teaching philosophy and professional identity. The experience helps prepare them for the realities of teaching and provides them with an understanding of their profession and the context of schooling. Although it is unequivocal that experience in school is an important feature of teacher preparation, there are variations in the nature of partnerships between teacher education institutions and schools, and the roles of mentors. In this chapter, we will take a closer look at the Singapore model of practicum, unpacking it along (1) university-school partnerships and (2) roles of school-based mentors. We will highlight how the university-school partnership shapes Singapore’s unique practicum context. Thereafter, with the use of empirical data, we will examine the roles of school-based mentors and discuss how these roles compare with international literature.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Practicum: A Model of Shared Responsibility and Co-learning in Developing 21st Century Teachers

  • 章节

  • 发表日期：

    2025年

查看全文
  • Woon Chia Liu,
  • Seok Lai Lim,
  • Choon Yip Sitoe,
  • Alexius Chia

摘要

Practicum is a key component of initial teacher preparation. It provides an opportunity for student teachers to enact knowledge into practice and to acquire beginning teacher competencies. It affords a platform for them to act on their beliefs and intentions, to reflect on their role as teachers, and to crystallise their teaching philosophy and professional identity. The experience helps prepare them for the realities of teaching and provides them with an understanding of their profession and the context of schooling. Although it is unequivocal that experience in school is an important feature of teacher preparation, there are variations in the nature of partnerships between teacher education institutions and schools, and the roles of mentors. In this chapter, we will take a closer look at the Singapore model of practicum, unpacking it along (1) university-school partnerships and (2) roles of school-based mentors. We will highlight how the university-school partnership shapes Singapore’s unique practicum context. Thereafter, with the use of empirical data, we will examine the roles of school-based mentors and discuss how these roles compare with international literature.