School administrators’ suggestions for improving the practicum component of initial teacher preparation: Moving from fragmented actions to legitimate participation in schools

Abstract

The current study used a sequential mixed methods design to understand the perspectives of school administrators, from 91 schools, regarding aspects of the field-based initial teacher training curriculum that programs needed to improve. Participants suggested improving the alignment among: the ITE curriculum, the needs of schools and teachers’ work; university supervisory processes; the induction and preparation of cooperating teachers; coordination among both organizations; and advancements toward the co-construction of the curriculum. Using Wenger (2000) social learning theory, it is concluded that through these proposals administrators are seeking school-university partnerships for a school-based practicum that promotes mutual commitments and the legitimate participation in the everyday work of schooling of teacher candidates and university-based teacher educators.