Australian Journal of Teacher Education
Article Title
Abstract
Effective pre-service teacher education integrates theoretical and practical knowledge. One means of integration is practicum in a school workplace. In a time of variable approaches to, and models of, practicum, we outline an innovative model of school immersion as part of a teacher preparation program. We apply Fuller and Unwin’s (2004) expansive and restrictive conceptual framework of workplace learning to a case study of an immersive practicum experience to discuss themes of participation, personal development and institutional arrangements in relation to school-based practicum. Enablers and constraints are identified for our immersion model of workplace-based practicum. Based on the data analysis a number of implications for structuring an expansive practicum learning experience are outlined.
Recommended Citation
Pridham, Bruce A.; Deed, Craig; and Cox, Peter
(2013)
"Workplace-Based Practicum: Enabling Expansive Practices,"
Australian Journal of Teacher Education: Vol. 38
:
Iss.
4
, Article 4.
DOI: https://doi.org/10.14221/ajte.2013v38n4.7
Available at:
https://ro.ecu.edu.au/ajte/vol38/iss4/4