Initial teacher education students' perceptions during a practicum in primary schools: a New Zealand experience

Abstract

Purpose

This paper is about mentoring of initial teacher education (ITE) students whilst on their practicum.

Design/methodology/approach

Informed by a social constructivist theoretical framework, an online survey was used to capture the breadth of quantitative data and the richness of qualitative responses relating to factors that impact student teachers' experiences during practicum.

Findings

Quantitative data indicate that many student teachers were positive about the practicum, but this varied across the type of school in which they were placed. The qualitative data analyses showed a greater in-depth understanding of the range of issues that impacted how student teachers are treated in their role as a mentee by the mentor and the wider school community.

Practical implications

Better understanding the experiences of student teachers helps to inform ITE providers of the critical role that mentor teachers play in preparing student teachers. The practical implications are that strategies to develop deep and collaborative partnerships amongst ITE providers, mentor teachers and school leaders, which build stronger understandings of a mentor teacher's role, are critical in order to support student teachers.

Originality/value

This research study repositions the critical nature of effective mentoring of student teachers so that mentor teachers and ITE providers can be informed by the voices and lived realities of these student teachers. The mentoring relationship needs to be critically interrogated to provide a more even and supportive “playing field” for all student teachers.

Citation

Fletcher, J., Astall, C. and Everatt, J. (2021), "Initial teacher education students' perceptions during a practicum in primary schools: a New Zealand experience", International Journal of Mentoring and Coaching in Education, Vol. 10 No. 3, pp. 298-316. https://doi.org/10.1108/IJMCE-10-2020-0069