Pedagogies of Practicum

Joanne Pattison-Meek, PhD, is an Associate Professor and Director of Practice Teaching at Bishop’s University in Sherbrooke, Quebec (Canada). Her research interests include pluralist citizenship education in rural schools, innovation in the teaching practicum, and research literacy in initial teacher education. Christina Phillips, PhD, is a Lecturer and Practicum Coordinator at the Ontario Institution for Studies in Education, University of Toronto (Canada). Her current research and pedagogical interests focus on science education, pre-service teacher training and sustainability engagement.

List of Figures – List of Tables – Acknowledgments – Joanne Pattison-Meek/Christina Phillips: Pedagogies of Practicum in a Post-Pandemic Era: An Introduction – Mary Ott/Joanne Lombardi/Kathy Hibbert: Stories from the Learning Tent: Reimagining the Practicum in Teacher Education – Lorna Hamilton/Moira Hulme/Gary Beauchamp/Paul McFlynn/Jeffrey Wood/Allison Campbell: Teacher Educators Reflecting on Innovations, Increasing Pastoral Roles, and Future Challenges in Four Distinct Systems in the United Kingdom – Matthew Krehl Edward Thomas/Natalie Robertson/Amanda Mooney: Reducing Praxis Shock for Early Career Teachers in Australia: (Re)Framing Professional Experience – Sean Toal/Nancy Norman/Ana Vieira/Paula Waatainen: Are They Ready? Determining Pre-Service Teacher Competency During a Global Pandemic (Canada) – Anna Olsson Rost/Rachel O’Sullivan/Moira Hulme: Inhabiting the Third Space of the Digital Practicum: A Missed Opportunity in the Post-Pandemic "New Normal"? – Claire Mooney/Lloyd Schoenmaker: Various Virtual Vagaries: Establishing a Temporary Practicum Placement School – Joanne Pattison-Meek: Expanding Teacher Candidates’ Gaze Beyond the Metropolis: A Virtual, Rural Practicum – Astrid Kendrick/Theodora Kapoyannis/Patricia Danyluk/Rachel Pagaling: The Need for Digital Instructional Literacy in Pre-Service Teacher Education: Research Findings from Disrupted Practicums During COVID-19 – Sheryl MacMath/Deirdre DeGagné/Jonathan Ferris: Meeting the Needs of Faculty Supervisors Mentoring an Online Certifying Practicum – Maikki Pouta/Olli-Pekka Heinimäki/Erno Lehtinen: Two Eyes See More Than One: An Online-Based Pedagogical Model for Enhancing Student Teachers’ Professional Vision – Carisma Nel/Elma Marais: Using Mixed Reality Simulation and PerusallTM During the Teaching Practicum – Gerald Tembrevilla/Marina Milner-Bolotin: Reimagining Micro-Teaching Through Collaborative Technology Implementation: Supporting Pre-Service STEM Teachers as Reflective Practitioners – Kurt Clausen/Glenda Black/Christopher Godfrey: Action Research: An Enduring Hybrid Approach to Practice Teaching – Caroline Wendy Narine/Gary Pluim: Student Reflections on Pandemic Adaptations to Teaching Placements – Joshua Hill/Joy Chadwick/Sarah Hamilton/Shannon Kell/Jodi Nickel/Kevin O’Connor/Saddia Rafiq/Sara Reena/Leslie Robertson/Kristen Schaffer/Patti Trussler: Supporting Teacher Candidate Wellness – Carli Sanbrook/Christina Gray/Geoffrey Lowe/Olivia Johnston: "Paleo for the Mind" Pre-Service Teacher Mental Health Challenges During a Pandemic Practicum: How Evolutionary Biology Can Inform Mental Wellness – Mikko Tiilikainen/Olli-Pekka Heinimäki/Anu Kajamies/Janne Lepola: Emerging Teacher Resilience in Practicum Pedagogies: A Reflective Practice Perspective – Notes on Contributors – Index.

“Many innovative approaches in the teaching practicum during the pandemic have proven to carry further value and should be explored in-depth to enhance concepts and delivery. This book provides an excellent global overview of practi¬cum stories and will inspire thoughtful reflection to enhance quality teacher education.”
—Charles Hopkins, UNESCO Chair in Reorienting Education Towards Sustainability, York University

“This thoughtfully constructed volume not only documents creative and responsive teacher education program designs and practices from around the world, but also gives insight into the principles, processes, and learnings of the teacher educators who collaborated to create coherent and meaningful practicum experiences in their contexts.”
—Dr. Kathy Broad, Associate Professor, Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education (OISE), University of Toronto