Asia-Pacific Forum on Science Learning and Teaching, Volume 1, Issue 1, Article 1 (July, 2000) John Loughran Teaching about Science Teaching and Learning:research should inform practice Previous Contents Next

School Practicum
Like any teacher, science teacher educators are interested to see how their students' learning progresses over time. Hence, teacher educators are interested in exploring how the teaching and learning opportunities created at the University influence student-teachers' teaching in the school setting. The school practicum is one opportunity for this. However, the practicum arrangements vary with the differences in course format. Generally, in the Dip. Ed. Programs (one-year graduate program), there are three teaching practica evenly spread throughout the year, usually of approximately 3 - 4 weeks duration. In the Double Degree and Elementary programs, some school experience occurs in the early years of the course but the majority of teaching experience occurs in the final year (approximately equivalent to the Dip. Ed.).

The relationship between the University and the school is important and in many ways influences what student-teachers are 'allowed' to do during their teaching practicum as much depends on the school supervisor.  

The complexities of the relationships between schools and universities has led to the notion of partnerships such that some universities have created particular arrangements with their schools. One example of this is described by Smedley and Van Rooy (1996) and they pay particular attention to the value of building the relationship between the university teacher educators and the school supervising teachers. Clearly, the better the relationship, the more likely it is that student-teachers will have the opportunity to 'experiment' with their science teaching in classes rather than simply be directed, or controlled, by their supervising teacher.

Mutual respect develops as the teacher and the lecturer shape a partnership model with which they are comfortable. The form, content and tone of their discussion vary according to the contexts. The curriculum lecturer knows the student teacher well from tertiary sessions. The master teacher knows the student well from the weekly visits. The exchange of perceptions of the student-teacher's progress and advice which each can share with the other form the framework for the continuing education of the pre-service student both in school and at the university...As a result of the close and continuing working relationships established during the visits and meetings, the science teacher educators have developed a firm understanding and respect for the different roles and responsibilities within the partnerships. (Smedley and Van Rooy, 1996; p. 82)

 

However, not all universities have such responsive partnerships. In fact in the majority of cases, beyond working with a particular school (or set of schools), the university has little 'control' over who will supervise the student-teacher and therefore many other issues arise. For example, Berry (1995) examined the pedagogical development of student-teachers through their one year Dip. Ed. and one element of her research explored in detail the student-teachers' perspective on their school practicum experiences.
 

In some instances, the student-teachers felt as though the opportunities that they were offered in schools were too restrictive and that many supervising teachers did not want them to 'experiment' with their practice. More so, they felt as though some supervising teachers simply expected their student-teachers to mimic their teaching approach. This was an enormous dilemma for many student-teachers.

Hannah's Science supervisor advocated a text dependent, transmissive view of teaching that represented a marked contrast to ideas Hannah had been developing as a result of her studies in Dip. Ed. and from the positive role model she had described from her own schooling...[she] believed she was 'set up to fail' when she tried out approaches that marked a change from the supervisor's traditional mode of operation. She felt that this was particularly evident when the supervisor chose to provide negative verbal feedback during the class about her progress rather than providing some written suggestions and an opportunity for discussion after the class. (Berry, 1995; p. 38 - 39)

 

The practicum experience is clearly a most important aspect of science teacher education and needs to be carefully considered by both the universities and the school supervising teachers if beginning science teachers are to embark on their teaching careers with an understanding and confidence of how to teach science for meaningful learning.
 

Similarly, the importance of the practicum should not be underestimated in influencing the nature of the science teaching and learning that will result when these beginning teachers embark on their teaching careers. Hence, existing science teachers who act as supervisors as well as the university science educators carry an important responsibility in shaping the nature of the science teaching and learning that is already apparent in schools - and how this might change in the future.