A Case Study Over the Practicum Curriculum Design of the Preservice Teacher Education Programs in a U.S. University: An Inspiration to Taiwan’s Teaching Practicum Design
This study was to examine the practicum curriculum design of a university’s teacher education programs in US to help resolve the problems facing Taiwan’s educational practicum. Two questions guided this study: a) What are the main dimensions of the practicum design of the case? and b) What discrepancies are there in the curriculum designs between the practicum in Taiwan and the case in America that could render recommendations to the practicum in Taiwan? This was a case study using triangulated sources of data that included current and archived institutional documents, field notes and informal interviews. Data were analyzed using the constant comparative analysis method. Five dimensions resulted from the analysis, including: (1) practicum stages: there are five stages of learning relevant to practicum, altogether with exceeding 1000 hours in the field. (2) Investment of credit hours: they provide 27credit hours relevant to practicum, including 12 with informal supervision and 15 formal supervision. (3) Practicum placement: The placement office, led by an experienced director, oversees issues such as partnerships building, placement, training and problem solving. (4) Supervision: the responsibilities of university supervisors and cooperating teachers differentiate according to the levels of student teachers’ learning. And (5) practicum tasks: student teachers increase the levels of tasks in intensity and responsibility along with the stages of learning. Discrepancies were found in the same five dimensions compared with the practicum curriculum design in Taiwan. Therefore, recommendations were rendered. Besides the differences of practicum stages, number of credit hours and placement, the practicum curriculums of the case in America are designed such that student teachers, cooperating teachers and university supervisors each have their own roles and responsibilities, which promote meaningful and effective practicum experiences. These findings could be valuable considering the design of practicum curriculum in Taiwan.
|關鍵詞||大學視導員、合作老師、師資生、教育實習、教師實習、cooperating teachers、university supervisors、student teachers、educational practicum、student teaching|