Wicked Problems: Practicums and Initial Teacher Education: September Research Seminar

SEPTEMBER  RESEARCH SEMINAR
ALL WELCOME
11:00AM-11:30AM 25 SEPTEMBER 2017
LEVEL 8, NEXUS BUILDING, 10 PULTENEY STREET, SMaRTe ROOM, SCHOOL OF EDUCATION

PRACTICUM AND INITIAL TEACHER EDUCATION: WICKED PROBLEMS?

LORETTA BOWSHALL: PhD candidate, School of Education, Faculty of Arts, The University of Adelaide

ABSTRACT:
Fundamental differences in understanding, about the structure and function of the practicum in initial teacher education, continue to present challenges for those involved in preparing students for the teaching profession. These well-established challenges have been considered wicked problems (Southgate, Reynolds, Howley, 2012; Vick, 2006). Yet, in the quest to find agreement upon criteria in addressing such problems, the failure to appreciate the different underlying points of the various stakeholders has impeded resolution(s). The same partially effective recommended solutions to problems have continued to be implemented over time. As such, it can be considered that these on-going repeated solutions, do not attempt to resolve wicked problems that plague the practicum but fuel the wicked problem that drives the long-standing debate and failure to find a resolution. Namely, the lack of consensus on the nature of the practicum in initial teacher education. Other related problematic issues can be considered sub- problems which are a manifestation of the wicked problem.

BIOGRAPHY:
Loretta Bowshall is a PhD Candidate at The University of Adelaide and an R-12 teacher at Mercedes College, Springfield. She has presented papers in Adelaide, interstate, and overseas. Research interests focus on initial teacher education, with particular reference to professional experience placement, mentoring and supervision, professional development, and education policy.

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