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Enhancing the Capabilities of Associate Teachers in the Practicum: A New Zealand Case Study

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Abstract

The practicum is critically important in initial teacher education. Yet too often, student-teachers are placed in schools where the associate teacher does not understand the mentoring component of their supervisory role. This study explores the impact of a school-university project on the associate teachers’ mentoring in the practicum and in their leadership roles in the school. A qualitative case study approach was used to investigate these impacts. Data were collected using focus group discussions. Evidence of the impact of the pilot project include: (i) more explicit modelling of and reflection on pedagogical practices, (ii) enhanced relationships with student-teachers, (iii) increased professional learning for wider school roles and (iv) closer university and school relationships. Arguments are proposed that justify these positive findings and recommendations discussed for the design of programmes to enhance mentoring in the practicum that promote student-teachers’ professional learning.

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Notes

  1. The first institution for teacher training in New Zealand was established within a Normal School in Dunedin in 1876.

  2. The New Zealand Ministry of Education defines priority learners as groups of students who have been identified as historically not experiencing success in the New Zealand schooling system. These include many Māori and Pasifika learners, those from low socio-economic backgrounds, and students with special education needs.

  3. School deciles indicate the extent the school draws their students from low socio-economic communities. The lower a school’s decile, the more funding it receives to help them overcome any barriers to learning that these students might face.

  4. The New Zealand Curriculum Framework defines teaching as inquiry as an ‘effective pedagogy’ that requires teachers to inquire into the impact of their teaching on their students’ learning.

  5. The Guidelines for Induction and Mentoring and Mentor Teachers, developed following extensive research and a national pilot programme, aim to help professional leaders, mentor teachers and provisionally registered teachers to learn the key skills and attributes required for effective mentoring.

  6. The Graduating Teacher Standards have been developed by The Education Council to provide more certainty in the quality of all graduates from teacher education programmes, thereby helping to protect the quality of teaching in New Zealand.

  7. Ako is about teaching and learning from each other, young and old and recognising the knowledge that everyone brings.

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Acknowledgements

We would like to thank the ATs and senior school leaders for their willingness to talk about their learning and mentoring practice changes having participated in the LAT pilot project. We would also like to express our gratitude to Mr Allister Smith, former Principal, for his guidance and oversight of the project in his role as University School Liaison Coordinator. Finally, we would like to acknowledge the funding provided by the University Strategic Innovation Initiative.

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Authors and Affiliations

  1. Institute of Education, Massey University, Palmerston North, New Zealand

    Alison Sewell, Sally Hansen & Kama Weir

Authors
  1. Alison Sewell
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  2. Sally Hansen
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  3. Kama Weir
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Correspondence to Alison Sewell.

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Sewell, A., Hansen, S. & Weir, K. Enhancing the Capabilities of Associate Teachers in the Practicum: A New Zealand Case Study. NZ J Educ Stud 52, 21–39 (2017). https://doi.org/10.1007/s40841-017-0078-z

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