Abstract
Teaching practicum is a very important component in teacher education through which student-teachers could have the opportunity to put theories into practices in real classroom situations. There is a world movement for university teacher training institutions to build up strong partnership relationship with schools and cooperate closely so as to enhance professional development of student-teachers during their teaching practicum as well as school teaching staff for further advancement. The focus of the study is to observe the levels of professional growth of student-teachers in the process of learning to teach and to investigate the relationship between these growths and the partnership school supports. In this cross-case study, reflections of four student-teachers during main teaching practice in two partnership schools are analyzed based on Kagan's Teacher Growth Model. The results review that in learning how to teach student-teachers have to fight through painful stages before they obtain any professional growth and a supporting teaching environment that partnership schools provide facilitates this processes.
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