A Cohort Practicum Model: Physical Education Student Teachers' Experience
DOI:
https://doi.org/10.11575/ajer.v47i3.54878Abstract
The Faculty of Education at the University of Alberta has recently moved to a cohort practicum policy that encompasses a reflective practitioner model, encouraging whole-school experiences while maintaining positive one-on-one mentorships. The intent of this case study was to investigate the lived world of 10 physical education student teachers who were placed together in groups of five at two secondary school sites for their final eight-week field experience. Specifically, the benefits of the cohort experience were explored through a continual process of triangulation, employing a variety of data-collecting techniques: observing and recording field notes, conversing, journal-writing, and interviewing. Findings revealed overwhelmingly positive responses to the cohort field experience, as expressed by the participating student teachers and cooperating teachers through the emergent themes: Collegial Support, Multiple Ways of Knowing and Doing, Lifelong Learning, Time to Talk, Whole- School Experiences, and Becoming Critically Reflective. At the two school sites a supportive learning environment that valued trust, openness, and mutual respect allowed professional growth to occur. What began as a mentorship of a student teacher with a cooperating teacher evolved into a collaboration of "experts." Having several student teachers in one department was advantageous in many ways, fostering reflective practice, joint thought, and collaborative action. Insights from this study have implications for the preservice education of physical education teachers and other teacher education programs.
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