MAKING PRE-SERVICE TEACHERS BETTER: THE PERCEIVED IMPACT OF THE PRACTICUM IN THE UNDERGRADUATE TEACHER PREPARATION PROGRAMME

Abstract

Pre-service Bachelor of Education (Arts) teachers indicate a benefit of having a practicum in
their teacher preparation programme. Yet, with a shortage of highly effective education
teachers, there is limited research about the effectiveness of practicum experiences on preservice
education teacher’s preparation. The study examined preservice education teacher’s
perception of acquiring a practicum experience in their undergraduate programme and
determine if there was a gain in clinical expertise. Pre-service teachers were evaluated using
the Clinical Evaluation Continuum (CEC) at the beginning and end of their practicum;
reflections were gathered regarding their perception of the value added experience. Results
showed gains in clinical expertise, knowledge, and approval for the practicum.
Key Words: Clinical Evaluation Continuum; practicum.