The Teaching Practicum as a Locus of Multi-Leveled, School-Based Transformation

Source: Teaching Education, Volume 26, Issue 1, 2015, pages 17-37.

In this study, the authors report the results of a two-year ethnography study of a teaching practicum in Brazil based on the {coteaching | cogenerative dialoguing} model.
This study shows that the practicum does not have to be a mere induction experience, but that it also may be the transformative locus for
(a) the practicum participants (new teachers, school teachers, teacher educator, and students) and
(b) school and university/school relationships, and
(c) of the practicum activity itself.
The results show the potential of the practicum to transform individual and collective agency.