Haigh & Ward Problematising practicum relationships: Questioning the ‘taken for granted’.

Haigh, M., & Ward, G. (2004). Problematising practicum relationships: Questioning the ‘taken for granted’. Australian Journal of Education, 48(2), 134-148.


Summary: This study looked at the findings of three different students to make claims about relationships between preservice teachers and their cooperating teachers, preservice teachers and their supervisors, and cooperating teachers and their supervisors. This study occurred in New Zealand. Language for preservice teachers remained the same, but the language for cooperating teachers and supervisors was different. Cooperating teachers were referred to as associate teachers and university supervisors were called visiting lecturers. This meta-study revealed that all relationships in the triad are important and should be valued. They also argued that lack of congruence in supervisory styles contributed to or inhibited the preservice teachers’ experience and performance in the practicum.

Research Question: How can we encourage partners to engage in critical questioning and risk-taking within inherently traditional educational contexts?


Methodology: qualitative meta-study


Methods: Not clearly defined for across studies, interviews were used at one point


Analysis Technique: Not defined


Participants: Three studies


Key Quotes/Findings:

Supervisors were seen as “assessors” and “providers of quality assurance” (p. 136). “They act as an arbiter and definer of good practice. They can also act as moderators of standards, particularly when they participate in a three-way triadic assessment dialogue where they can help to break down tradi