The Factors Influence the Pre-service Teachers’ Learning in the Practicum
Keywords:Teacher Education, Practicum, Pre-service Teachers, Learning, Mentoring
The practicum in teacher education is considered as the application of the theory into practice. (Zeichner, 2009). However, the disconnection between the academic learning and practicum (Alen & Wright, 2014; Kwenda et al.2017) has been a barrier for pre-service teachers’ learning. My research introduces a new approach to bridge this gap by comparing an on-campus and an off-campus practicums. In the on-campus practicum, the lecturers in academic learning stage also mentor the pre-service teachers in the practicum. Sociocultural Theory (Vygotsky, 1978) and Activity Theory (Engeström 2015) are used as the tool for data analysis. The participants, included the university leaders, lecturers, mentors and pre-service teachers of two English language faculties in Vietnam were interviewed, the pre-service teachers were observed and formal documents were analysed. The findings indicated that the systematic change in the on-campus practicum facilitates the translation between theory and practice. In addition, the long-term relationship resulted in the devotion of the mentors to their mentees. In the meanwhile, the pre-service teachers in the off-campus practicum bounced between the two separated systems and suffered more tensions.
Azkiyah, S.N.; Mukminin, A. (2017) Center for Educational Policy Studies Journal. University of Ljubljana. 7 (4), 105-124.
Bloomfield, D., & Nguyen, H. T. M. (2015). Creating and Sustaining Professional Learning Partnerships: Activity Theory as an Analytic Tool. Australian journal of teacher education, 40(11), 2.
Engeström, Y. (2015). Learning by expanding (Second Edition). Cambridge University Press.
Kwenda, C., Adendorff, S., & Mosito, C. (2017). Student-teachers' understanding of the role of theory in their practice. Journal of Education (University of KwaZulu-Natal)(69), 139-160.
Monica Taylor, Emily J. Klein & Linda Abrams (2014). Tensions of Reimaging Our Roles as Teacher Educators in a Third Space: Revisiting a Co/autoethnography Through a Faculty Lens. Studying Teacher Education,10 (1),3-19.
Soja, E. W., & Chouinard, V. (1999). Thirdspace: journeys to Los Angeles & other real & imagined places. Canadian Geographer, 43(2), 209.
Vygotsky, L. S. (1978). Mind in Society : Development of Higher Psychological Processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Zeichner, K. (2009). Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education. Journal of Teacher Education, 61(1-2), 89-99.
How to Cite
Copyright (c) 2020 Journal of Comparative & International Higher Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The findings, interpretations, conclusions, and views expressed in Journal of Comparative and International Higher Education (JCIHE) are entirely those of the authors and should not be attributed in any manner to CIES, HESIG, or the sponsoring universities of the Editorial Staff. These works are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. Readers are free to copy, display, and distribute articles that appear in JCIHE as long as the work is attributed to the author(s) and JCIHE, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or JCIHE. By submitting a manuscript, authors agree to transfer without charge the following rights to JCIHE upon acceptance of the manuscript: first worldwide serial publication rights and the right for JCIHE to grant permissions as its editors judge appropriate for the redistribution of the article, its abstract, and metadata associated with the article in professional indexing and reference services.