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What is Practicum

Chapter 9
Encouraging Transnational Learning Through Virtual Exchange in Global Teacher Education
The component of undergraduate teacher education where the participants are required to complete a series of practical and theoretical tasks in the appointed schools for obtaining teaching experience.
Published in Chapter:
Virtual Collaboration for English Language Teacher Education: Professional Negotiations With Ukraine and Türkiye
Banu Cicek Basaran Uysal (Eskisehir Osmangazi University, Turkey), İlknur Yüksel (Eskisehir Osmangazi University, Turkey), Ümit Özkanal (Eskisehir Osmangazi University, Turkey), Emine Eren Gezen (Eskisehir Osmangazi University, Turkey), Oksana Andriivna Chernysh (Zhytomyr Polytechnic State University, Ukraine), and Natalia Andriichuk (Zhytomyr Polytechnic State University, Ukraine)
Copyright: © 2024 |Pages: 21
DOI: 10.4018/978-1-6684-7813-4.ch009
Abstract
This chapter studies the role of telecollaboration in facilitating teacher professional development, specifically focusing on the perceptions of future English language teachers. By examining how telecollaboration serves as a tool for professional growth, this study aims to shed light on the significance of this approach in teacher education. In this study, pre-service teachers from Ukraine and Türkiye participated in bi-monthly telecollaboration exchanges as part of their practicum course. Through an analysis of the data collected from an online questionnaire, the chapter shows that the participants recognized the telecollaboration exchanges as meaningful opportunities for their professional growth. The results offer valuable implications for incorporating telecollaboration into teacher professional development programs and enhancing professional experiences within the teaching community. The chapter concludes with insights into areas where improvements can be made to optimize the telecollaboration experience for teacher development.
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Chapter 8
Creating Laboratories of Practice for Developing Preservice Elementary Teachers' TPACK: A Programmatic Approach
Credit-bearing learning opportunity for pre-service teachers within an elementary classroom. Practica usually occur one or two days per week and are connected with one or more university courses and provide opportunities to observe and/or practice what is being learning in the university classroom with students in an elementary classroom.
Published in Chapter: Creating Laboratories of Practice for Developing Preservice Elementary Teachers' TPACK: A Programmatic Approach; From: Handbook of Research on TPACK in the Digital Age
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Chapter 5
University and Primary Schools Co-Teaching Together: Challenges Towards a CLIL Training Program
Degree subject whose aim is to get the pre-service teachers involved into a real school context, being supervised by a faculty member and mentored by a schoolteacher.
Published in Chapter: University and Primary Schools Co-Teaching Together: Challenges Towards a CLIL Training Program; From: Handbook of Research on Training Teachers for Bilingual Education in Primary Schools
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Chapter 18
Using Online Simulation to Engage Users in an Authentic Learning Environment
The placement of a pre-service teacher in a school setting designed to give students supervised practical application of previously studied theory. Traditionally practicums occur as a ‘block practicum’ organized at the end of a semester, with a number of ‘rolling practicum days’ throughout the semester. The classroom teacher usually acts as the supervising teacher, mentoring and evaluating the pre-service teacher’s progress.
Published in Chapter: Using Online Simulation to Engage Users in an Authentic Learning Environment; From: Handbook of Research on Effective Electronic Gaming in Education
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Chapter 10
Systematic Selection of Innovative Pedagogies in Teacher Education Courses and Practica
A college course in which teaching activity occurs in an educational setting, usually a public school.
Published in Chapter: Systematic Selection of Innovative Pedagogies in Teacher Education Courses and Practica; From: Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education
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Chapter 9
Reimagining the Internship and Practicum Program: Using Innovative Social Entrepreneurship Applications to Shape Personal Brands
A practicum is a period of time for an undergraduate or graduate student where they receive supervised.
Published in Chapter: Reimagining the Internship and Practicum Program: Using Innovative Social Entrepreneurship Applications to Shape Personal Brands; From: Cultivating Entrepreneurial Changemakers Through Digital Media Education
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Chapter 4
Addressing Diversity in Language Teacher Education: Perspectives on Practicum
a component of the initial teacher education program designed for gaining field experience in actual teaching settings (i.e., classrooms and schools) under the supervision of teacher educators.
Published in Chapter: Addressing Diversity in Language Teacher Education: Perspectives on Practicum; From: Promoting Diversity, Equity, and Inclusion in Language Learning Environments
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Chapter 10
Helping With the Special Educator Shortage in Rural Schools: A Teacher Preparation Program's Journey
Classroom experiences university students have under the direction of a licensed teacher (typically less than 75 hours over the course of a semester).
Published in Chapter: Helping With the Special Educator Shortage in Rural Schools: A Teacher Preparation Program's Journey; From: Expanding the Vision of Rurality in the US Educational System
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Chapter 9
Taking the TESOL Practicum Abroad: Opportunities for Critical Awareness and Community-Building among Preservice Teachers
A teacher education course that offers supervised classroom teaching experience for preservice teachers to acquire pedagogical knowledge and skills.
Published in Chapter: Taking the TESOL Practicum Abroad: Opportunities for Critical Awareness and Community-Building among Preservice Teachers; From: Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers
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Chapter 1
Early Field Experiences Through Telepresence Robots: Diverse Placements by Expanding Locations
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Chapter 8
Reciprocal Peer Mentoring: Practical Implications in Practicum
Placement of pre-service teachers in practice schools.
Published in Chapter: Reciprocal Peer Mentoring: Practical Implications in Practicum; From: Emerging Strategies for Public Education Reform
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Chapter 9
Rewriting Field-Based Literacy Practicum Experiences: Lessons Learned From a Virtual Literacy Practicum
Component of high-quality teacher education programs that typically involves placing a preservice teacher in the “field” alongside a mentor teacher in a K-12 classroom. Also called fieldwork or clinical experience.
Published in Chapter: Rewriting Field-Based Literacy Practicum Experiences: Lessons Learned From a Virtual Literacy Practicum; From: Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education
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Chapter 15
Addressing the Teacher Recruitment and Retention Dilemma in Rural Settings: Preparing Teachers for Rural Poverty
A supervised, experience-based university course where teacher candidates apply theory in real-world settings. Candidates receive meaningful and relevant feedback to help them reflect on professional and personal growth.
Published in Chapter: Addressing the Teacher Recruitment and Retention Dilemma in Rural Settings: Preparing Teachers for Rural Poverty; From: Handbook of Research on Leadership and Advocacy for Children and Families in Rural Poverty
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Chapter 3
Error Analysis of Teacher Technical Writing: The Corpus of EFL Lesson Plans
The practice of teacher education in which the prospective teachers are to attend, observe and teach in an assigned public or a private school to gain the required experience for their profession before graduation.
Published in Chapter: Error Analysis of Teacher Technical Writing: The Corpus of EFL Lesson Plans; From: Cases on Error Analysis in Foreign Language Technical Writing
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Chapter 8
Foreign Language Education Through Online Communities of Practice
A teacher training process where the candidate teachers are expected to observe the in-class teaching procedures and implement the theoretical knowledge to their own lessons by engaging in actual teaching practice in the assigned schools and classrooms.
Published in Chapter: Foreign Language Education Through Online Communities of Practice; From: Trends and Developments for the Future of Language Education in Higher Education
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Chapter 12
Diversity and Teacher Education: Cultural and Linguistic Competency for Teachers
In their teacher preparation, preservice teachers usually have a required numbers of hours to be spent in the classroom. The total number of hours varies from program to program, which is considered a field and clinical piece of their training.
Published in Chapter: Diversity and Teacher Education: Cultural and Linguistic Competency for Teachers; From: Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development
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Chapter 2
Blogging as Online Reflection During Student Teaching
Course experiences that provide for supervised, practical application of professional knowledge.
Published in Chapter: Blogging as Online Reflection During Student Teaching; From: Effective Practices in Online Teacher Preparation for Literacy Educators
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Chapter 12
Becoming Responsive Teachers during a Practicum-Based Study Abroad Experience: Learners Leading to New Perspectives
Working with students to apply understandings of teaching and learning, generally in a school or community based context.
Published in Chapter: Becoming Responsive Teachers during a Practicum-Based Study Abroad Experience: Learners Leading to New Perspectives; From: Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers
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