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It describes how a questionnaire to practicum instructors and TESOL coordinators across California gathered faculty perspectives on student-teacher experiences, course organization advice, and long-term insights. It provides a working definition covering hands-on practice activities, highlights common practicum logistics and evolving historical context, and summarizes shared concerns and the generally positive feedback from student teachers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reflecting-on-the-practicum-an-invitation-to-continue-the-conversation/597880/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reflecting-on-the-practicum-an-invitation-to-continue-the-conversation/597880.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How is a practicum defined in this text?","Question",{"text":112,"@type":113},"A practicum is defined as a course providing students with hands-on classroom practice, which may include observation, micro-teaching, mentorship, teaching in front of actual students, supervisor observations, and ongoing reflection.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the questionnaire aim to collect from practicum course instructors and coordinators?",{"text":117,"@type":113},"It aims to gather faculty perspectives on student teachers’ practicum experiences, practical advice on organizing practicum courses, and wisdom developed through years of teaching such courses.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges do programs face when offering practicum experiences?",{"text":121,"@type":113},"Programs commonly face resource limitations affecting supervision, finding and supporting mentor teachers, and coordinating partnerships while navigating school bureaucracies and maintaining a healthy relationship between mentor and student teachers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597880,1792116681,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Reflecting on the Practicum: An  \nInvitation to Continue the Conversation  \nIntroduction  \nThis special theme section was an invaluable opportunity for us,  \nguest editors of this CATESOL Journal 2015 special theme is  \nsue, to promote reflection and dialogue on the practicum experience as a professional activity. As part of this exploration, we also wanted to find out more about practicum experiences in other TESOL teacher-education programs. We sent out a short questionnaire to practicum course instructors and/or TESOL program coordinators throughout California to tap into faculty perspectives on their student teachers’ practicum experiences, their advice and practical insights on how to organize practicum courses, and wisdom gained through the years having taught such courses.  \nWe provided the following as a working definition of a practicum:  \nA course specifically aimed at providing students with hands-on classroom practice that may include some or all ofthe following, observation of classes, micro-teaching, mentorship by a senior teacher, opportunities to lesson plan and teach (in front of an actual class of students), practicum supervisor observation, and ongoing reflection on the experience.  \nAs shown below, the survey tapped into a range of topics related to the practicum, including course logistics, the historical context in which the practicum course has changed through time, insights into the impact of the practicum on teacher growth, and challenges in offering the practicum.  \nWe would like to thank the following TESOL colleagues for sharing their contributions: John Battenburg (California Polytechnic State University, San Luis Obispo), Sarina Chugani Molina (University of San Diego), Scott Phillabaum (San José State University), Kitty Purguson (Biola University), and Vanessa Wenzell (California State University, Dominguez Hills) . Their comments and insights reflect the  \nThe CATESOL Journal 27.2 • 2015 • 239  \ndiversity in practicum structure and mission, as well as some areas of collective concern.  \nFor example, student teachers can have between 25-50 hours of hands-on classroom practice, which includes a variety of activities such as observing, tutoring, and student teaching. Exploration and discussion of these practices is fostered often through written and oral reflections and online journals. The use of simulation rooms for teaching, action research, and the development of a teaching portfolio (in preparation for employment) are noted as unique aspects in some practicum courses. Because of limited resources, such as faculty availability to supervise student teachers, some programs have had to find alternative ways to provide hands-on practice in lieu of a practicum course. In some programs practicum activities and assignments have been revised because of resources. Another challenge that programs regularly deal with is identifying mentor teachers—this can vary from recruiting mentor teachers to establishing partnerships and navigating school bureaucracies. In addition, there is the delicate relationship between mentor teachers and student teachers who have to be nurtured. Overall, however, our colleagues stated that student teachers had very positive things to say about their practicum experiences.  \nThis informal survey scratched only the surface of issues at the heart of the practicum experience, and thus, we hope that readers of the special theme issue find meaningful opportunities to continue the conversation with colleagues. To that end, we posed a few questions atthe end of each section and present in the Appendix the complete set of questions, which we encourage readers to reproduce and use as a discussion handout at faculty meetings or other collegial networking opportunities. We invite all readers to think about these questions and consider ways their own responses help to “re-vision” the practicum experience.  \n240 • The CATESOL Journal 27.2 • 2015  \nComments From University Faculty Who Teach/C","cbCaimHsVVqxefxq","https://ap.wps.com/l/cbCaimHsVVqxefxq","pdf",548088,"English","# Introduction\n## Definition and survey scope\n## Practicum structures and challenges\n# Comments From University Faculty Who Teach/Coordinate Practicum Courses\n## Key activities and unique aspects","[{\"question\":\"How is a practicum defined in this text?\",\"answer\":\"A practicum is defined as a course providing students with hands-on classroom practice, which may include observation, micro-teaching, mentorship, teaching in front of actual students, supervisor observations, and ongoing reflection.\"},{\"question\":\"What does the questionnaire aim to collect from practicum course instructors and coordinators?\",\"answer\":\"It aims to gather faculty perspectives on student teachers’ practicum experiences, practical advice on organizing practicum courses, and wisdom developed through years of teaching such courses.\"},{\"question\":\"What challenges do programs face when offering practicum experiences?\",\"answer\":\"Programs commonly face resource limitations affecting supervision, finding and supporting mentor teachers, and coordinating partnerships while navigating school bureaucracies and maintaining a healthy relationship between mentor and student teachers.\"}]","Reflecting on the Practicum - An Invitation to Continue the Conversation | PDF",1792085878,25]