We position teaching as a complex, creative profession and have an expectation that practicum should support the reflexive, possibility-thinking and risk-taking creative endeavours of the beginning teacher. This paper reports on a series of studies that explored shared understandings and effectiveness of relationships and roles of practicum partners. Although we found there is considerable good intent within the practicum, the situation has been shown to be less than ideal for all members of the partnership. Rather than providing solutions to this situation, we raise issues for teacher educators to consider carefully in relation to practicum relationships.
AchesonK.GallM. (1987). Techniques in the clinical supervision of teachers: Pre-service and in-service applications. Longman: New York.
2.
BairdJ. (1999). From practice to theory: A social constructivist approach to teacher education. Teachers and Teaching: Theory and Practice, 5(2), 203–218.
3.
BattersbyD.RamsayP. (1990). Practice teaching in New Zealand: Policies, practices and problems. South Pacific Journal of Teacher Education, 18(1), 19–26.
4.
BurantT. (1999). Finding, using, and losing(?) voice: A pre-service teacher's experiences in an urban educative practicum. Journal of Teacher Education, 50(3), 209–219.
5.
ButlerJ. (1996). Professional development: Practice as text, reflection as process and self as locus. Australian Journal of Education, 40(3), 265–283.
6.
BurtonD. (1995). Defining the role of the university mentor in initial teacher education. Mentoring and Tutoring, 3(2), 50–55.
7.
CameronR.WilsonS. (1993). The practicum: Student-teacher perceptions of teacher supervision styles. South Pacific Journal of Teacher Education, 21(2), 155–167.
8.
CarlsonH. (1999). From practice to theory: A social constructivist approach to teacher education. Teachers and Teaching: Theory and Practice, 5(2), 203–218.
9.
ChaiK. (1995). From a student standpoint: ‘My views on mentoring’. Mentoring and Tutoring, 3(2), 45–49.
10.
Cochran-SmithM.ParisC. (1995). Mentor and mentoring: Did Homer have it right? In SmythJ. (Ed.), Critical discourses on teacher development (pp. 181–201). Toronto: Ontario Institute for Studies in Education.
11.
CraftA. (2001). ‘Little c creativity’. In CraftA.JeffreyB.LeiblingM. (Eds.), Creativity in education (pp. 45–61). London: Continuum.
12.
DunneM.LockR.SoaresA. (1996). Partnership in initial teacher training: After the shotgun wedding. Educational Review, 48(1), 41–53.
13.
EthellR.McMenimanM. (2000). Unlocking the knowledge in action of an expert practitioner. Journal of Teacher Education, 51(2), 87–101.
14.
FairbanksC.FreedmanD.KahnC. (2000). The role of effective mentors in learning to teach. Journal of Teacher Education, 51(2), 102–112.
15.
FraserD. (1995, July). Triads as the instruments of change in university/school partnerships. Paper presented at the Annual Conference of the Australian Teacher Education Association, Sydney.
16.
FullanM. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
17.
GonianM. (1995, February). Partner or apprentice? The role of the student in practical experience. Paper presented at the Practical Experiences in Professional Education conference, Gold Coast, Australia.
18.
GoodfellowJ.SumsionJ. (2000). Transformative pathways: Field-based teacher educators’ perceptions. Journal of Education for Teaching, 26(3), 245–257.
19.
HaighM.MiddletonS. (1998). Responses to a triadic assessment trial in biology teacher education practicum. Unpublished report. Auckland: Auckland College of Education, Centre for Practicum.
20.
HaighM.TuckB. (1999, November). Assessing student teachers’ performance in practicum. Paper presented to NZARE/AARE Conference, Melbourne.
21.
HaighM.WardG.JongejanJ. (2000, August). Partnership relationships in teacher education: Problematising the taken for granted. Paper presented at the 1st Teacher Education Forum of Aotearoa New Zealand, Christchurch.
22.
HaighM.WardG. (2001, September). Uncovering teacher education practicum-related role perceptions through metaphor analysis. Paper presented at the British Educational Research Association conference, Leeds.
23.
HaighM.WardG. (August, 2002). Metaphors, myths and models: Clarifying practicum partnerships. Paper presented at the 2nd Teacher Education Forum of Aotearoa New Zealand, Wellington.
24.
HastingsW.SquiresD. (1999, December). Restructuring and reculturing: Practicum supervision as professional development for teachers. Paper presented at the Australian Association for Research in Education conference, Melbourne.
25.
HawkeyK. (1998). Consultative supervision and mentor development: An initial exploration and case study. Teachers and Teaching: Theory and Practice, 4(2), 331–348.
26.
HillL. (1999, December). ‘Just tell us what to teach’: Preservice teachers thinking about teaching. Paper presented at the Australian Association for Research in Education conference, Melbourne.
27.
JalongoM. (2003). The child's right to creative thought and expression. Childhood Education, 79(4), 218–228.
28.
JaryD.JaryJ. (1991). Collins dictionary of sociology. Glasgow: Harper Collins.
29.
KaufmanG. (2003). What to measure? A new look at the concept of creativity. Scandinavian Journal of Educational Research, 47(3), 235–252.
30.
KimballW.HarrimanN. (1999). Improving assessment through a school-university partnership. International Electronic Journal for Leadership in Learning, 3(8). Retrieved April 29, 2003 from http://www.ucalgary/∼iejll/volume3/kimball.html
31.
LakoffG.JohnsonM. (1980). Metaphors we live by. Chicago: University of Chicago Press.
LeeS.WilkesJ. (1995). Mentoring and the professional development of teachers. Mentoring and Tutoring, 3(2), 33–38.
34.
LoughranJ.RussellT. (Eds.). (1997). Teaching about teaching: Purpose, passion and pedagogy in teacher education. London: Falmer Press.
35.
Luce-KaplerR.KettleK. (1998). Cultivating teaching partnerships; A glimpse into Queen's new teacher education program. International Electronic Journal for Leadership in Learning, 2(12). Retrieved January 29, 2003 from http://www.ucalgary/∼iejll/volume2/luce-kapler.html
36.
MartinS.ClokeC. (2000). Standards for the award of Qualified Teacher Status: Reflections on assessment implications. Assessment and Evaluation in Higher Education, 25(2), 183–190.
37.
MartinezK. (1998). Preservice teachers adrift on a sea of knowledges. Asia-Pacific Journal of Teacher Education, 26, 97–106.
38.
McNamaraD. (1995). The influence of student teachers’ tutors and mentors upon their classroom practice: An exploratory study. Teaching and Teacher Education, 11(1), 51–61.
39.
MunbyH. (1986). Metaphor in the thinking of teachers: An exploratory study. Journal of Curriculum Studies, 18(2), 197–209.
40.
OsborneR.GilbertJ. (1980). A method for the investigation of concept understanding in science. European Journal of Science Education, 2(3), 311–321.
41.
PopeM.FullerM.BoulterC.DenicoloP.WellsP. (1999). Partnership and collaboration in teacher education. In LangM.OlsenJ.HansenH.BunderW. (Eds.), Changing schools/changing practices: Perspectives on educational reform and teacher professionalism (pp. 161–170). Louvain, Belgium: Garant.
42.
PultorakE. (1993). Facilitating reflective thought in novice teachers. Journal of Teacher Education, 44(4), 288–295.
RogoffB. (1994). Developing understanding of the idea of communities of learners. Minds, Culture and Activity, 1, 209–229.
45.
SinclairC. (1997). Redefining the role of the university lecturer in school-based teacher education. Asia-Pacific Journal of Teacher Education, 25(3), 309–324.
46.
SmythJ. (1989). Developing and sustaining critical reflection in teacher education. Journal of Education, 40(2), 2–9.
47.
TaylorP. (1996). Mythmaking and mythbreaking in the mathematics classroom. Educational Studies in Mathematics, 31, 151–173.
48.
ThomasG.WineburgS.GrossmanP.HyhreO.WoolworthS. (1998). In the company of colleagues: An interim report of the development of a community of teacher learners. Teaching and Teacher Education, 14(1), 21–32.
49.
TobinK.TippinsD. (1993). Constructivism as a referent for teaching and learning. In TobinK. (Ed.), The practice of constructivism in science education (pp. 3–21). Hillsdale, NJ: Lawrence Erlbaum.
50.
van ManenM. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205–228.
51.
YeatmanA. (1996). Building effective university-school partnerships: Issues and possibilities. Forum of Education, 51(2), 21–32.
52.
WiliamD. (1996). Meanings and consequences in standards setting. Assessment in Education, 3, 287–307.
