Rethinking the Practicum in the Professional Development School Partnership

Datos Bibliográficos

ID4306808
AutoresKenneth M Zeichner (0000-0003-0412-5575, University of Wisconsin–Madison, autor de correspondencia), Kenneth Zeichner (University of Wisconsin–Madison)
Año1992
Volumen43
Número4
Páginas296-307
Fecha de publicación1992-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Teacher Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4871 • E-ISSN: 1552-7816
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487192043004009
OpenAlexW2076703168
IdiomaEN
Citas recibidas26
Referencias citadas24

The reemergence of the professional development school movement in North America may mark the beginning of a paradigm shift in clinical teacher education. Conceptual and structural obstacles to student teacher learning in practicums that must be addressed if the professional development school is to achieve its goals are discussed. The conceptual barriers result from inadequate conceptions of reflection that neglect teachers' practical theories, values, the social conditions of schooling, and the social aspects of reflection. The structural barriers include the placement of student teachers in single classrooms rather than schools, the selection of placements, supervisory relations, and the lack of multicultural placements. Professional development schools offer an opportunity to overcome these obstacles by altering the power and role relationships in the practicum

General partnership · Mathematics education · Neglect · Pedagogy · Political science · Power (physics) · Practicum · Professional development · Reflection (computer programming) · Sociology · Teacher education · Counseling Practices and Supervision · Innovations in Medical Education · Interprofessional Education and Collaboration · Psychology