How Can Practicum Experiences Transform Pre-Service Teachers’ Knowledge about Teaching and Learning?

By Evangelia Frydaki and Maria Mamoura.

Published by The Humanities Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The underlying assumption of this study is that for teachers’ knowledge development, we
need to offer them structured experiences and environments that make a difference in their professional
knowledge. Therefore, each participant undertook a double role in two discernible phases of her
practicum: a) She became first a mentor-teacher of ten undergraduate student teachers during their
own practicum, and b) She then became a trainee teacher under the supervision of an experienced teacher
actively engaged in efforts to reform her own teaching. Three series of interviews were designed to
explore a) participants’ initial conceptions about teaching and learning and the full scope of teacher’s
role; b) their conceptions after their involvement in the aforementioned practicum experiences; and c) their
final conceptions after their own teachings at the end of the program. Extra group conversations were
included in later stages of the study to allow exploration of factors influencing the knowledge transformation.
The results of the qualitative data analysis provided new insights into how the participants’
involvement in these practicum experiences helped them to proceed in the transformation of their
knowledge about teaching and learning in a way that made it easier to see alternatives.

Keywords: Knowledge Transformation about Teaching and Learning, Stimulating Practicum Experiences, Pre-Service Teachers, Three Series of Interviews, Qualitative Analysis

International Journal of the Humanities, Volume 9, Issue 1, pp.225-236. Article: Print (Spiral Bound). Article: Electronic (PDF File; 802.214KB).

Assoc. Prof. Evangelia Frydaki

Assoc. Professor of Education, Department of Education, School of Philosophy, Faculty of Philosophy, Education and Psychology, University of Athens, Athens, Greece

Evangelia Frydaki, Ph.D., is an Assoc. Professor of Education at the University of Athens. Her cognitive subject matter is “Teaching Theory and Practice.” Her research and writing is particularly informed by literary theory, teacher education and curriculum studies. Her current areas of research interest include topics about purposes and methods of teaching literature as well as beliefs, knowledge, values, learning and development of secondary teachers. Since 2001 she has been the academic responsiblefor the “Operational Program of Initial Professional Training” concerning the student-teachers of the Department of Philosophy, Education and Psychology. She has written books and articles that highlight the main dimensions in the teaching process as well as in the area of teacher education. Dr. Frydaki, as an experienced academic teacher, has also sought to contribute to the scholarship on teaching humanistic subjects.

Dr. Maria Mamoura

Scientific Cooperator, Department of Education, University of Athens, Greece

Maria Mamoura is PhD in the area of Teaching History with primary and secondary historical sources at the University of Athens and scientific cooperator at the same University. As a part of her work, she advises and supervises postgraduate students in the Postgraduate Program “Theory, Praxis and Evaluation of Educational Work,” during their practicum in secondary schools since 2003. Her research interests include history curriculum, purposes and methods of teaching history in secondary school, and secondary teachers’ values, beliefs and thought processes. Dr. Mamoura has taken part in research concerning the value underpinnings of teaching.


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