Key elements in a positive practicum: insights from Australian post-primary pre-service teachers

Where to From Here? Career Choices of Pre-service Teachers Undertaking a Dual Early Childhood / Primary Qualification

“…Similar to this study, Moody (2009) also found that 'a positive practicum is likely to impact on self-confidence, attitudes towards teaching and learning and a willingness to enter the teaching profession' (p 157). However, a negative practicum has also been found to influence pre-service teachers' perceptions of a career in teaching leading to a change in aspirations for career choices (Torquati et al, 2007).…”

Providing Effective Feedback to EFL Student Teachers

“…Moreover, a study was conducted by Moody (2009) to investigate key elements in a positive practicum from the perspective of post-primary pre-service teachers in Victoria Australia. Four key issues are: the emotional and professional support given by the supervising teacher, the freedom for pre-service teachers to develop their own teaching style, the provision of specific and constructive feedback, and the approach to assessment.…”

Raising the Curtain: Investigating the Practicum Experiences of Pre-service Drama Teachers

“…Participants with ineffective mentor teachers felt anxious, powerless to change their situation and as noted in Moody's (2009) observation, generally experienced a more stressful practicum. Ineffective mentor teachers were deemed by the participants to be those who lacked enthusiasm for teaching and/or mentoring, exhibited unprofessional behaviour, and/or made them feel unwelcome.…”

“…Beck and Kosnik (2002) also revealed that pre-service teachers themselves had very clear ideas on the components of a quality practicum placement including in relation to the mentor teacher: (a) peer relationship and collaboration; (b) emotional support and feedback; (c) a mentor with sound approach to teaching and learning; (d) flexibility in teaching content and method; and, (e) a heavy but not excessive workload during the practicum. In addition to support and feedback, Moody (2009) identified that freedom to develop a personal teaching style and an approach to assessment which focused less on the appraisal of teaching and more on the process of learning was also significant.…”

“…Mentor teachers are also key to a positive practicum experience (Ingersoll & Strong, 2011;Moody, 2009;Morgan, Ludlow, Kitching, O'Leary & Clarke, 2009). K. Anderson, Walker and Ralph (2009) suggested that mentor teachers not only play an integral role in building self-efficacy in pre-service teachers, but recommended that mentors adjust their level of support so that it was in harmony with pre-service teachers' confidence and competence to meet challenges.…”