The Mico University College’s philosophy on practicum is based on the widely embraced value of authentic assessment for learning, Schön’s concept of the reflective practitioner and action learning research. While engaged in this in-school immersion requirement, student teachers shall be guided in going beyond accuracy to honing their content knowledge and pedagogical skills, giving deliberate attention to problem-solving and critical thinking. To facilitate the development of these skills, the Reflective Practicum experience occurs in phases, each of which is supported by various courses in the Professional Studies component of each programme. In the earliest phase, student teachers shall serve as critical observers of classroom and school practices. They shall progress throughout the programme, with increasing teaching responsibilities, to the capstone phase of the practicum, commonly called ‘Teaching Practice’.
With the exception of Phase I, all student teachers at the undergraduate level shall be assigned supervisors who shall be responsible for facilitating their development and ensuring the necessary pedagogical skills are applied to the teaching and learning process. The final phase is inextricably linked with the action research requirement of the programme, so that the research undertaken by student teachers is related to real challenges they may have experienced in the classrooms.
Most programmes use the same structure for teaching practicum, with a few programmes having variations that may include a clinical component as well as a teaching component. A number of programmes also include an industry-based practicum that provides student teachers with experiences in organisations that are directly related to the areas of content specialization. These structures are clearly described in the programme documents of the relevant departments.
The assessment of Reflective Practicum is multifaceted and progressive, with greater weighting being placed on the final tasks, when the student teachers have had some time to develop a more effective skill-set. External examiners are engaged in the process of assessment in the final phase of practicum. They facilitate objectivity in assessment and are required to use the same instrument that the supervisors use throughout the phase. Student teachers are provided with the relevant assessment instruments at the beginning of practicum as well as schedules and guidelines of expectations. Details pertaining to Clinical or Industry-Based practicum components, including assessment instruments and guidelines, are to be clearly stipulated by the affected department. It is the department’s responsibility to apprise their student teachers of these details.
