Reports from the Field: A "WHOLE SCHOOL" APPROACH TO THE PRACTICUM
Abstract
We describe an action research and development project undertaken by a faculty of education and a school board seeking to move teacher education - and, in particular, the practicum - in directions consistent with current research. A practicum program was introduced into two schools as part of the larger endeavour of teacher education and staff development in which those schools, the faculty, and the board were already engaged. The program was developed using Carr and Kemmis's (1985) model of collaborative action research. The "whole school" project appeared to be successful in its aims: student teachers, cooperating teachers, the faculty, the school board, and, indeed, everyone involved in the project reported professional or pedagogical benefits. RÉSUMÉ Nous décrivons un projet de recherche-développement entrepris par une faculté des sciences de l'éducation et une commission scolaire en vue d'imprimer à la formation des enseignants - et en particulier aux stages pratiques - une orientation cadrant avec les recherches en cours. Un programme de stages pratiques a été mis sur pied dans deux écoles dons le cadre d'un projet plus important de formation des enseignants et de perfectionnement professionnel auquel ces écoles, la faculté et la commission participaient déjà. Ce programme a été conçu selon le modèle de recherche d'action concertée de Carr et Kemmis (1985). Le projet "d'école totale" semble avoir atteint ses objectifs: les professeurs stagiaires, les professeurs coopérants, la faculté, la commission scolaire et à vrai dire tous ceux qui ont participé au projet ont fait état d'avantages professionnels ou pédagogiques.Downloads
Published
1993-01-01
How to Cite
McNay, M., & Cole, A. (1993). Reports from the Field: A "WHOLE SCHOOL" APPROACH TO THE PRACTICUM. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 28(001). Retrieved from https://mje.mcgill.ca/article/view/8080
Issue
Section
Articles
License
Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.
Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.
A copy of our standard form may be requested from mje.education@mcgill.ca