Abstract
The narrative of this chapter moves back and forth between Carolyn Russo a sponsor teacher (collaborating teacher) and Nicky Freeman a preservice teacher. It highlights the history and beliefs about the role(s) of the sponsor teacher and preservice teacher that surfaced during the school-based practicum and the ways in which problem based learning provided an approach that facilitated this preservice teacher’s learning through collaboration and problem solving.
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Notes
- 1.
Resource teachers’ role is twofold: (1) To be part of the School-Based Team in the development of an IEP (e.g., autism, challenging behaviours, learning disabilities , intellectual disabilities, giftedness) and (2) to provide the classroom teacher with specialized additional support.
- 2.
The prescribed learning outcomes set the learning standards for the British Columbia provincial Kindergarten to Grade 12 education system and form the prescribed curriculum for British Colombia. They are statements of what students are expected to know and do at the end of an indicated grade or course, in this case Grade 1.
- 3.
Helen is a pseudonym.
- 4.
An IEP describes programme adaptations and/or modifications and the special services that are to be provided for a student. The IEP is reviewed regularly and updated at least annually.
- 5.
Louis is a pseudonym.
- 6.
Working under the school principal, with the guidance of the School-Based Team and classroom teacher in consultation with the special programme consultants, Educational Assistants assist classroom teachers in the implementation of Individual Education Plans.
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Russo, C., Freeman, N. (2016). Collaboration: The Heart of the School-Based Practicum. In: Filipenko, M., Naslund, JA. (eds) Problem-Based Learning in Teacher Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02003-7_7
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