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Practicum partnerships: exploring models of practicum organisation in teacher education for a standards-based profession

机译：实习伙伴关系：探索教师教育实习组织的模式，以实现基于标准的职业

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The findings of this study demonstrate the need for the practicum component of teacher education to be more closely guided by the VIT Professional Standards for Graduating Teachers. Executive Summary The Practicum Partnerships Project has examined the professional learning experiences of preservice teachers in graduate secondary teacher education programs offered by eight higher education providers in Victoria. The investigation has focused on the placement component of teacher education programs and examined how the professional learning experiences of preservice teachers are informed by the VIT Professional Standards for Graduating Teachers. Evidence about the practicum requirements of ten secondary teacher education programs was collected from web-based information and from copies of manuals and assessment forms prepared by providers. Preservice teachers were interviewed in small groups and surveyed individually after their first and last placement. Groups of supervising teachers were also interviewed following their supervision of the first and last placement of each graduate secondary teacher education program in the study. Interviews focused on the conduct of the practicum, how this related to the goals of the particular program and how it was informed by the VIT Professional Standards for Graduating Teachers. Questions were also asked about aspects of professional learning that appeared to be difficult, and about feedback and assessment processes. Resources for the support of placements were also investigated through consideration of support provided to schools and higher education providers.The findings of this study demonstrate the need for the practicum component of teacher education to be more closely guided by the VIT Professional Standards for Graduating Teachers. This is the agreed set of standards for teaching as a profession in Victoria. References to these Standards vary considerably in documents from higher education providers and, while learning on placements often supports these Standards, this appears to mostly occur incidentally. Moreover, it appears that preservice teachers are more strongly influenced by the views of supervising teachers than they are by the goals of providers or VIT Standards. There is thus a need for more knowledge about how the Standards might inform teacher preparation.The study findings further suggest that higher education providers need to evaluate more closely the extent to which the goals of their programs are being addressed by supervising teachers. Finally, the study demonstrates the need for more careful consideration of the costs of, and resources needed for, the practicum component of teacher education. Schools largely absorb the workload for coordination and supervision, and the costs are not formally considered in school budgets. While funding to higher education providers for teacher education has shown some improvement due to recent government initiatives, a review of the cost of placements in teacher education programs is still needed as there has been no formal estimation of the funds required to support high quality teacher education placements and programs. There is a need for a formal review of the resources needed to support teacher preparation, guided by recommendations of this report.
机译：这项研究的结果表明，教师教育的实践组成部分需要由VIT即将毕业的教师专业标准更严格地指导。内容提要实习伙伴关系项目研究了维多利亚州八所高等教育机构提供的研究生中学教师教育计划中职前教师的专业学习经历。该调查的重点是教师教育计划的选修部分，并研究了VIT即将毕业教师专业标准如何对职前教师的专业学习经历进行了介绍。从基于网络的信息以及提供者编写的手册和评估表的副本中收集了有关十个中学教师教育计划的实践要求的证据。职前教师进行了小组访谈，并在第一次和最后一次安排之后分别进行了调查。在对每位研究生中学教师教育计划的第一和最后安排进行监督之后，还对督导教师进行了访谈。面试的重点是实践的进行，这与特定计划的目标之间的关系以及如何通过VIT即将毕业的教师专业标准提供的信息。还提出了关于似乎困难的专业学习方面以及反馈和评估过程的问题。通过考虑向学校和高等教育提供者提供的支持，还对用于安置的资源进行了调查。本研究的结果表明，教师教育的实践部分必须以《 VIT毕业教师专业标准》为指导。这是维多利亚州公认的职业教学标准。高等教育提供者提供的文件中对这些标准的引用相差很大，尽管在分班学习经常支持这些标准，但这似乎大多是偶然发生的。此外，与服务提供者或VIT标准的目标相比，职前教师受督导教师观点的影响似乎更大。因此，需要更多有关标准如何为教师准备提供信息的知识。研究结果进一步表明，高等教育提供者需要更密切地评估督导教师实现其课程目标的程度。最后，该研究表明，需要更仔细地考虑教师教育的实践部分的成本和所需的资源。学校在很大程度上承担着协调和监督的工作量，而且这些费用并未在学校预算中正式考虑。尽管由于最近政府的举措，为高等教育提供者提供的用于教师教育的资金已显示出一定程度的改善，但仍需要对教师教育计划的安置成本进行审查，因为还没有正式估算支持高质量教师教育所需的资金。展示位置和程序。在本报告的建议的指导下，有必要对支持教师准备的资源进行正式审查。

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