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Initial Teacher Education Practicum 2.0

Learning Through Self-Study in a Professional Setting

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International Handbook of Self-Study of Teaching and Teacher Education Practices

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Abstract

Self-study of teacher education practices (S-STEP) within practicum contexts is still an underrepresented area of research. This chapter revisits and builds upon the practicum-focused chapter from the first volume of this international handbook exploring mainly why the practicum is still a less explored area in the S-STEP community, followed by how teacher educators/researchers facilitate an S-STEP approach to practicum. The exploration begins by examining the challenges of using S-STEP, reviewing the conditions necessary to facilitate S-STEP in practicum settings, and providing arguments that these conditions are difficult to achieve by initial teacher education programs in general. The traditional nature of practicum and university settings, the general lack of support for initial teacher education programs within universities, the absence of the university instructor, and the pressure of a climate of criticism and conflicting demands that schools face all contribute to the challenges related to conducting S-STEP in a practicum setting. Lastly, the chapter offers suggestions that may enhance a self-study approach to practicum, where the involvement of university instructors features prominently.

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Authors and Affiliations

  1. University of Ontario Institute of Technology, Oshawa, ON, Canada

    Diana Petrarca & Shirley Van Nuland

Authors
  1. Diana Petrarca
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  2. Shirley Van Nuland
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Corresponding author

Correspondence to Diana Petrarca .

Editor information

Editors and Affiliations

  1. Faculty of Education, Brock University, Hamilton, ON, Canada

    Julian Kitchen

  2. Faculty of Education, Monash University, Clayton, VIC, Australia

    Amanda Berry

  3. Faculty of Education, University of Cambridge, Cambridge, UK

    Shawn Michael Bullock

  4. College of Education, Health and Human Services, Kent State University, Kent, OH, USA

    Alicia R. Crowe

  5. Department of Educational Foundations, Montclair State University, Montclair, NJ, USA

    Monica Taylor

  6. School of Education, University of Iceland, Reykjavik, Iceland

    Hafdís Guðjónsdóttir

  7. Faculté d’éducation, Université de Sherbrooke, Sherbrooke, QC, Canada

    Lynn Thomas

Section Editor information

  1. Faculty of Educatioon, Brock University, Ontario, Canada

    Julian Kitchen

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Petrarca, D., Van Nuland, S. (2020). Initial Teacher Education Practicum 2.0. In: Kitchen, J., et al. International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-6880-6_37

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