Becoming a teacher: Scaffolding post-practicum reflection

Abstract

Shifting careers is a significant decision for postgraduate students entering teacher education. The purpose of our work was to investigate how we might support the diversity of students entering postgraduate teacher education programs through post-practicum interventions. The study generated data from current students from various stages of their program to reflect on their general self-efficacy, teacher self-efficacy (role efficacy), resilience and work readiness. Three groups of students were identified in the data: those who had completed no practicum, one practicum and more than one practicum. The pattern that emerged identified a decline across the measures following the first practicum as students experienced the reality of their professional role. Post-practicum interventions were identified as a mechanism to engage students in critical reflection during their initial practicum experience. A ‘Becoming a Teacher’ framework was created to scaffold critical reflection and engagement with placements in the Master of Teaching (Secondary) program. The framework supported discussions before, during and after practicum, scaffolding critical reflection for the post practicum summative task. The post practicum experience offered scope for students to share knowledge across a range of different practicum contexts, process unexpected outcomes, critically connect theory with practice and develop their capacity to identify their own future professional development needs. For academic staff, it provided a means to connect the collective experience of the group with the course learning outcomes as well as providing valuable feedback for the ongoing development of teacher education courses and programs.