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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/29904

Title: The Associate Teacher in the Preservice Practicum
Authors: Wainman, Katherine Ellen
Advisor: Beck, Clive
Department: Curriculum, Teaching and Learning
Keywords: associate teacher
Issue Date: 31-Aug-2011
Abstract: This study explores the perspectives of associate teachers (also known as cooperating teachers, host teachers, mentor teachers) during the preservice practicum. The study was conducted over the span of one school year (2008-09) in one school district. Ten associate teachers consisting of primary, junior, and intermediate elementary teachers, who had been associate teachers during the 2008-2009 school year, were interviewed once for approximately one hour. Based upon the responses of the participants and related literature, the study reveals that overall associate teachers found the practicum experience to be positive. However, the varied responses also reveal that there is room for improvement. The findings indicate that the practicum experience would be greatly enhanced through allowing associate teachers more input into the preservice program, and increasing the collaboration amongst university supervisors, teacher candidates, and associate teachers. The findings also indicate that associate teachers seek a more defined and structured role description, which takes into account the reality of classrooms and their emotional work. Further, the study highlights the need for preservice programs to rebuild and promote professional practice that supports on-going learning for associate teachers. Suggestions for improvements in the preservice practicum are given as well as implications for future research. It is concluded that associate teachers need to be considered as real partners in preservice education, which can be achieved by preservice programs seeking programmatic coherence, rethinking institutional patterns and re-envisioning the role of associate teachers. It is suggested that a collaborative and innovative direction is required that takes into account the complex work of teachers and associate teachers.
URI: http://hdl.handle.net/1807/29904
Appears in Collections:Doctoral

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