[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596435-105":59,"doc-detail-596435-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-practicum-more-than-practice","The Practicum - More than Practice","","The article argues for transforming teacher-education practica away from a traditional technical-skills model toward an educative, inquiry-centered practicum. It describes how inquiry was introduced in one program at the Faculty of Education, University of Manitoba, using data from a three-year study of teacher candidates’ experiences. The discussion highlights educative elements of the restructured practicum, issues encountered during program change, and challenges for teacher education, emphasizing systematic, self-critical inquiry and collaborative exploration of teaching and learning.",{"@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-practicum-more-than-practice/596435/",{"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-practicum-more-than-practice/596435.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What change does the article call for in teacher-education practica?","Question",{"text":112,"@type":113},"It calls for moving from a technical-skills apprenticeship model to a broader educative focus that supports inquiry and collaborative exploration of teaching and learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is inquiry used in the restructured practicum described in the article?",{"text":117,"@type":113},"Inquiry is presented as systematic, intentional, and self-critical study of one’s work in educational settings, including trying and testing new ideas in collaboration and discussing teaching and learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the purpose of the three-year study referenced by the article?",{"text":121,"@type":113},"The study examines teacher candidates’ experiences with inquiry, reports on educative elements of the restructured practica, and identifies issues and challenges arising from program change.","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},596435,1792190525,{"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":29,"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},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Practicum: More than Practice Renate Schulz  \nIn this article I have addressed the need for change from the traditional, technical skills model of the practicum in teacher-education programs, to a practicum that has a broader educative focus. Following a description of the implementation of a practicum experience with an emphasis on inquiry, I consider data from a three-year study designed to examine teacher candidates􀂒 experiences. I report on the educative elements of the practicum, outline issues that arose for those involved in therestructured practicum, and address challenges for teacher education.  \nKeywords: practicum, teacher candidates, inquiry, program change  \nDans cet article, l􀂒auteure traite de la nécessité d􀂒abandonner, dans la formation à l􀂒enseignement, le modèle traditionnel du stage axé sur les compétences techniques pour adopter plutôt celui d􀂒un stage privilégiant davantage une conception d􀂒ensemble de l􀂒intervention éducative. Après une description de la mise en oeuvre d􀂒un stage mettant l􀂒accent sur la recherche, l􀂒auteure analyse des données tirées d􀂒une étude menée sur trois ans et portant sur les expériences des candidats à l􀂒enseignement. Elle fait état des volets éducatifs du stage, présente les problèmes auxquels ont été confrontées les personnes impliquées dans la restructuration du stage et se penche sur les défis inhérents à la formation à l􀂒enseignement.  \nMots clés: réforme des stages, candidats à l􀂒enseignement, enseignement axé sur la recherche, programme de formation à l􀂒enseignement, pratique réflexive, professionnalisation de l􀂒enseignement  \n􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖  \nAlthough teacher candidates and collaborating teachers have consistently declared that student teaching is the most valuable aspect of a teachereducation program (Segall, 2002), others (Dewey, 1904/ 1965; Goodlad, 1990; Zeichner, 1996, 1999) have raised concerns about the underlying assumptions of this on-the-job experience, questioning theeducative value of conventional apprentice-oriented approaches to the practicum.  \nA technical-rational approach and an apprenticeship model of learning to teach constitute the central experience of most teachers. Traditionally, the experience has been played out in practicum settings where teacher candidates are evaluated on their performance or delivery of newly learned techniques. The focus has been on technical knowledge, even  \nCANADIAN JOURNAL OF EDUCATION 28, 1 & 2 (2005): 147􀂖167  \nthough the technical side is only a small part of a teacher􀂒s knowledge. Although teacher candidates might be most interested in opportunities to improve their craft skills and hone their classroom management techniques, the attainment of these skills, while necessary, isnot sufficient preparation for the professional role of teaching.  \nIn this article I reiterate the need for change from the practicum model,1 which most teachers themselves have experienced, to one with a broader educative focus: a practicum experience that provides teacher candidates with opportunities for inquiry, for trying and testing new ideas within collaborative relationships, and for talking about teaching and learning in new ways. The importance of inquiry 􀂗 that is, systematic, intentional, self-critical inquiry into one􀂒s work in educational settings 􀂗 is well established in teacher education. More and more frequently, when faculties of education review and restructure their programs, they emphasize inquiry (Cochran-Smith & Lytle, 1999, Norlander-Case, Reagan & Case, 1999) .  \nIn this article, I outline how one program at the Faculty of Education, University of Manitoba, introduced inquiry in its practica. Drawing on data from a three-year study, I examine teacher candidates􀂒 experiences with inquiry, report on theeducative elements of the restructured practica, describe issues that have arisen for those involved in program change, and address some challenges for teacher education.  \nA century ago, John Dewey (1904/1965) argued ","cbCaii7A0Zz0rI0w","https://ap.wps.com/l/cbCaii7A0Zz0rI0w","pdf",144916,21,"English","# The Practicum - More than Practice\n## Rationale for changing the practicum model\n## Inquiry-centered practicum and program implementation\n## Evidence from a three-year study\n## Historical perspectives and educational implications","[{\"question\":\"What change does the article call for in teacher-education practica?\",\"answer\":\"It calls for moving from a technical-skills apprenticeship model to a broader educative focus that supports inquiry and collaborative exploration of teaching and learning.\"},{\"question\":\"How is inquiry used in the restructured practicum described in the article?\",\"answer\":\"Inquiry is presented as systematic, intentional, and self-critical study of one’s work in educational settings, including trying and testing new ideas in collaboration and discussing teaching and learning.\"},{\"question\":\"What is the purpose of the three-year study referenced by the article?\",\"answer\":\"The study examines teacher candidates’ experiences with inquiry, reports on educative elements of the restructured practica, and identifies issues and challenges arising from program change.\"}]","The Practicum - More than Practice | PDF",1792083076,53]