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The discussion traces historical changes, explains the rationale for a Dual Capstone Model, and evaluates the new Practicum Capstone through ongoing concerns including washback effects, rubric design, and feedback practices. The authors also emphasize teacher identity development through a balance of structure and agency to support evolving student needs over time.",{"@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/the-evolution-of-a-practicum-movement-toward-a-capstone/597884/",{"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/the-evolution-of-a-practicum-movement-toward-a-capstone/597884.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What change did MIIS make to the practicum in its MA TESOL/TFL programs?","Question",{"text":112,"@type":113},"The practicum was formalized as part of the program’s exit mechanism by elevating it from a standard offering to capstone status.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What rationale supports moving toward a Dual Capstone Model?",{"text":117,"@type":113},"The reflective piece explains the shift as an elevation of the former practicum to capstone status, motivated by factors such as changing assessment priorities and new faculty perspectives.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the authors evaluate the new Practicum Capstone?",{"text":121,"@type":113},"They reflect on it through concerns related to washback, rubric use, and feedback, and consider how these practices shape teacher identity through balanced structure and agency.","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},597884,1792190617,{"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":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The Evolution of a Practicum: Movement Toward a Capstone  \nIn this reflective piece, we discuss changes made to the practicum at the Middlebury Institute of International Studies at Monterey (MIIS), a professional graduate school that offers MA degrees in TESOL and TFL. We begin by providing a historical perspective of the practicum as it has evolved in relation to other exit mechanisms. Then, we provide a rationale for moving toward a Dual Capstone Model, in which the former practicum was elevated to capstone status. Finally, we reflect upon the new Practicum Capstone in relation to ongoing issues of washback, rubrics, and feedback, providing our particular disciplinary perspectives on these aspects. Throughout the piece, we highlight how teacher identity can be fostered through a balanced approach to both structure and agency. This discussion of practicum- and program-level changes highlights the importance of responsiveness to evolving student needs through thoughtful deliberation about curricular changes over time.  \nIntroduction  \nAccording to Richards and Crookes (1988), the practicum in  \nMA TESOL programs represents “the major opportunity for  \nthe student teacher to acquire the practical skills and knowledge needed to function as an effective language teacher”(p. 9) . Given this claim, it is vital that teacher educators not only take into account current research on teacher learning while designing the practicum, but also position the practicum as a core course within the MA TESOL program. In other words, to legitimize the “teaching” nature of a MA TESOL degree, the development of teaching proficiency should be a principal programmatic goal. In this reflective piece, we chronicle a recent, substantial change to the practicum at the Middlebury Institute of International Studies at Monterey (MIIS), a professional  \nThe CATESOL Journal 27.2 • 2015 • 157  \ngraduate school that offers MA degrees in TESOL and Teaching a Foreign Language (TFL), as well as in other internationally focused disciplines. The change involved formalizing the practicum as part of the program’s exit mechanism by elevating it from standard program offering to capstone status (see below for a definition of a capstone/ exit mechanism). A convergence of circumstances, including shifting assessment priorities in the faculty and the arrival of three new faculty members who brought additional perspectives from the fields of applied linguistics, education, and linguistics motivated this process.  \nAs part of this introduction we consider it important to include a brief statement of positionality, for our unique backgrounds and professional identities have shaped our actions as faculty members during the processes of change chronicled in this reflective essay and our perceptions of these processes as we constructed the present reflections. Netta is trained as an applied linguist and linguistic anthropologist, and she is deeply interested in language and social justice, heritage language socialization, interculturality development in teacher education, and service-learning. Her socioculturally focused research and pedagogical interests emphasize classrooms as cultures, the emergent nature of interactions, scaffolding, and the importance of ongoing, structured reflection. Anthropology’s focus on emic (insider) perspectives shapes her approach to the practicum, as she especially emphasizes student teachers’ own views of their teaching practice and progress. A former secondary school French teacher, Jason comes from a curriculum and instruction background, having worked in a K-12 second language licensure program as a university supervisor. He is versed in the use of standards of professional practice and performance assessments in preparation programs, both of which shape his approach to curriculum design. In particular, he is interested in the role that identity construction plays in the development of future language teachers.  \nIt goes without saying that all","cbCaidsTgFt7nTTB","https://ap.wps.com/l/cbCaidsTgFt7nTTB","pdf",627059,14,"English","# Introduction\n## Positionality\n# History\n## Exit mechanisms in MA TESOL programs\n# Curriculum change toward capstone status\n## Dual Capstone Model\n# Reflection on the Practicum Capstone\n## Washback, rubrics, and feedback","[{\"question\":\"What change did MIIS make to the practicum in its MA TESOL/TFL programs?\",\"answer\":\"The practicum was formalized as part of the program’s exit mechanism by elevating it from a standard offering to capstone status.\"},{\"question\":\"What rationale supports moving toward a Dual Capstone Model?\",\"answer\":\"The reflective piece explains the shift as an elevation of the former practicum to capstone status, motivated by factors such as changing assessment priorities and new faculty perspectives.\"},{\"question\":\"How do the authors evaluate the new Practicum Capstone?\",\"answer\":\"They reflect on it through concerns related to washback, rubric use, and feedback, and consider how these practices shape teacher identity through balanced structure and agency.\"}]","The Evolution of a Practicum - Movement Toward a Capstone | PDF",1792085886,35]