Chalies, S., Escalie, G., Bertone, S., & Clarke, A. (2012). Learning Ã¢â‚¬ËœrulesÃ¢â‚¬â„¢ of practice within the context of the practicum triad:
Chalies, S., Escalie, G., Bertone, S., & Clarke, A. (2012). Learning ‘rules’ of practice within the context of the practicum triad: A case study of learning to teach. Canadian Journal of Education, 35(2), 3-23.
Summary: This qualitative case study examined a preservice teacher in physical education enrolled in a teacher training program at a university in France. The study identified strategies for helping preservice teachers learn about rules as part of learning to teach in the field experience. The findings have no direct connection to relationships and university supervisors, but the implications suggest that the university supervisor must create a culture of trust in order for the preservice teacher to be successful.
Research Question: Not identified, but the purpose was described as “The aim of this study is to determine in what work training circumstances the collaborative work of university supervisors and cooperating teachers is optimal for enhancing the preparation of preservice teachers for their work as practicing teachers” (p. 5).
Methodology: Qualitative case study
Participants: one triad
All were transcribed and analyzed
- “To teach a rule: It is important to make reference to the experiential circumstances that the preservice teacher needs to identify in the classroom” (p. 14).
- “To facilitate the first attempts at rule-following: Monitor the preservice teacher’s conformity to the rule and ‘lend’ her professional intention” (p. 15).
- No direct connection to relationships in the findings, but it was mentioned in the discussion.
- Preservice teachers wanted direct feedback – they wanted to be told right from wrong over reflective questioning. (My thoughts – does that mean that we should give them what they want if it is not in their best interest?)
Trust is essential for preservice teacher growth. Trust was created in and through the relationships.