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Supervisor or mentor: Questioning the qualtiy of pre-service teacher practicum experiences
Conference paper   Open access   Peer reviewed

Supervisor or mentor: Questioning the qualtiy of pre-service teacher practicum experiences

Jayne Keogh, Shelley Dole and E Hudson
Proceedings of the 2006 Australian Association for Research in Education Conference
Australian Association for Research in Education (AARE) Conference: Engaging Pedagogies, 2006 (Adelaide, Australia, 26-Nov-2006–30-Nov-2006)
Australian Association for Research in Education
2006
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Abstract

Curriculum and Pedagogy Education Systems
Practicum is a major component of teacher education programs. This experience is regarded as playing a vital role in preparing pre-service teachers for the real world of the classroom. Traditional views of the practicum are of an apprentice-model, where the naïve apprentice is immersed into the work situation, observing, absorbing, and ultimately imitating the master. There is an assumption of an attained level of expertise on the part of the master, and that the apprentice has little to contribute to the situation. The term 'practicum supervisor' can be seen as appropriate here. However, the view of supervisor as 'expert' and pre-service teacher as 'novice' may not be conducive to a fully productive and mutually beneficial relationship. With adoption of the word mentor rather than supervisor, a more collaborative, supportive and equitable relationship is assumed and anticipated. Yet, old ways of 'supervising' persist. Through the presentation of two case studies of pre-service teachers' experiences, the case for professional development, training, or at least for some form of certification for practicum mentors, is presented.

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