responsibility for the assessment of thefinal practicum block because they believed
that they would have established a long-term relationship with the students and an
understanding of their learning trajectories.
Schools were very positive towards the proposed changes because of theflex-
ibility it provided to the school to accommodate university tasks, thefit for purpose
and authentic experience for the student teacher, and the genuine relationship the
student teacher would develop with the class and the classroom teacher
(Table15.1).
I actually think it’s wonderful. I am very excited about it. I love the way that we have
flexibility tofit it around our programme. It will lift the bar, and it focuses on the pro-
fessional edge and why we are learning, what we are doing in our teaching, as well as how
itfits into learning programme for the students to see the relevance. It’s authentic learning,
awesome! (School A Principal, 2012)
I think it will mean authentic learning, with no mini lessons, where the pupils are used as a
child-bank. There can be a genuine relationship resulting in better learning. The student
teachers will see the progression of the term, for example in the reading groups. They will
understand for example, how science comes out of the classroom programme. (School B
Principal, 2012)Table 15.1 Summary of key differences between the reframed and traditional practicum models:
University of Waikato
Reframed placement/practicum model Traditional placement/practicum model- School selects one teacher as Associate
Lecturer (AL) to have overall professional
responsibility for all student teachers in the
school and to work with mentor teachers - University selects one lecturer (Faculty
mentor) to work with the school to works
with the AL to co-deliver the professional
practice programme. They co-design the
school-based programme - Groups of 30 student teachers placed in
pairs in a range of classrooms with
mentor teacher selected by school for one
day per week for the academic year - Teaching tasks are completed when
appropriate in the classroom programme - Mentor teacher and AL comments on
student teacher lesson reflections - Student teachers complete a 4 week
practicum block at the end of the year
in the classroom they have worked in
over the year - Associate Lecturer observes and assesses
student teacher. Joint summative decision
by school and university- School selects one teacher as Liaison
Teacher to have overall professional
responsibility for all student teachers
in the school and to work with the
Faculty of Education - University lecturer responsible for the
teaching task and attends while student
teachers carry out tasks and supervises
groups - Groups of 30 students teachers visit the
school for 1 h blocks and work with a
specific year level to carry out a specified
teaching task with a group of 4–5 children - Teaching Tasks completed at time dictated
by university - University lecturer assesses student teacher
work - 4 week practicum completed in new school.
Student teachers have no knowledge of the
context - Assessment carried out by university
lecturer
- School selects one teacher as Liaison
15 Redesigning Authentic Collaborative... 227