Barbara Stoochnoff
This investigation answers the question,
“What is a preservice teacher’s attitude and perception of the school experience
after completing the final twelve-week secondary practicum?”
I became especially interested in teacher
training two years ago when, while on leave from a secondary teaching position,
I was hired by the University of Victoria to supervise preservice teachers
in their final practicum. I received virtually no training and have
no credentials over and above any teacher-mentor I work with in the schools.
At first, I had to struggle with feelings of inadequacy of knowledge, experience
and confidence, not unlike those experienced by the students heading out
to finally teach in an authentic context. But I soon realized that
I do have knowledge and experience to offer the preservice teachers with
whom I work. In my experience, most supervisors are retired, and therefore
older, men. As a female in her early thirties, I would likely bring
differing beliefs, attitudes and perceptions to my relationship with the
student teachers, a different perspective.
I am not aware of any training program
available to me as a supervisor through the university. Any advances in
my own learning must, therefore, be intrinsically motivated. Indeed,
I have become increasingly curious about a vast array of influences on,
attitude toward and perceived value of teacher education programs. Because
I have only been directly involved with the preservice teachers in the
school setting, this seems an appropriate site to begin exploration.
As a graduate student working toward a Masters of Education, timing is
also opportune.
Much research on the topic of preservice teachers and teacher
training is available and most education scholars agree that the practicum
experience is especially challenging (Gratch, 1998). This investigation
affords a look back upon this intensely challenging encounter by two preservice
teachers who have very recently completed their teacher training.
They have experienced the “institute of higher learning” and what is commonly
referred to as the “trenches” or the “real world” of their chosen profession.
What is their reaction?