Dimensions and Emerging Themes in Teaching Practicum establishes a forum to identify the characteristics of good practices of teaching practicum and debates key concepts and emerging themes in the field. The book takes a closer look at practicum from various dimensions and aims to obtain a deeper understanding of how it is perceived and whether the stakeholders in the practicum triad –university based teacher educators, pre-service teachers and school-based mentor teachers – share a common view in the same context. It provides opportunities for personal and professional growth for teacher candidates and an increased familiarity with international employment settings.
With contributions throughout from the USA, UK, Germany, Australia, Finland, Norway and Turkey, the book begins with a critical review of teaching practicum studies and goes on to consider such important topics as: pre-service teachers’ views of developing professional practice, virtual tools for teacher training, internationalization and creativity in teacher education programs. The book clarifies these key issues from the lens of research and practice by taking a closer look at practicum from various angles including new trends and practices as a response to changing needs in teacher education.
Dimensions and Emerging Themes in Teaching Practicum will be of great interest to researchers and students in the teacher education field and will also appeal to teacher educators, policy makers in education and pre-service teachers.
"Dimensions and Emerging Themes in Teaching Practicum offers comprehensive coverage of theoretical and international developments in the ways that the traditional ‘teaching practice’ is being transformed in differing contexts. The editors provide a clear overview of recent research into the practicum to set up valuable discussions of changes in a number of countries. These discussions are grounded in a critical perspective in the account of ‘turbulent spaces of the practicum’ by Hugh Busher. The emerging themes of internationalisation, the use of virtual tools and the role of reflection in practicum teams will be invaluable to anybody engaged in teacher training."
Emeritus Professor Tony Lawson PFHEA, School of Education, University of Leicester, UK.
List of Figures List of Tables Acknowledgements Preface Dedication Introduction Melek Çakmak & Müge Gündüz Chapter 1: A critical review of teaching practicum studies Melek Çakmak & Müge Gündüz, TURKEY Chapter 2: Developing professional practice through the turbulent spaces of the practicum: Pre-service teachers’ views Hugh Busher, UK Chapter 3: The role of teaching practice in Finnish teacher education, with particular reference to University Teacher Training School in Joensuu Eija Liisa Sokka-Meaney & Minna Haring, FINLAND Chapter 4: Virtual Tools for Teacher Training and Practicum Interaction Nora C. Clarke & Denese Wolff, USA Chapter 5: Internationalization in Teacher Education Programs as a Door Opener for Inclusion – Two Insights from Practice Meike Kricke, GERMANY Chapter 6: Applying teaching practicum Experiences to challenging situations: A study on newly qualified teachers Anne Berit Emstad, NORWAY Chapter 7: Teachers' learning in reflecting teams – processes and premises May Britt Postholm, NORWAY Chapter 8: STEAM Education: Creativity in teacher education programs Bronwen Wade-Leeuwen, AUSTRALIA Conclusion Melek Çakmak & Müge Gündüz
The Routledge Research in Teacher Education series presents the latest research on Teacher Education and also provides a forum to discuss the latest practices and challenges in the field.