Collaborative Solutions to Key Problems in the Practicum

A comprehensive practicum curriculum was designed with close collaboration between University of Newcastle (New South Wales, Australia) music education staff and experienced cooperating music teachers from area schools. Cooperating teachers and music education staff participated in a weekend seminar to identify practicum problems and determine ways to reduce problems by developing sets of tasks that student teachers should experience during each practicum. In interviews following implementation of the newly designed practicum, six cooperating teachers who had supervised music student teachers under the old and new practicum programs commented that checklists of activities were precise and helpful and that the new practicum gave students a clearer idea of the complexity of teaching and the breadth of teacher responsibilities, but that there was little focus on making connections between practicum experience and university work. A survey of 18 student teachers revealed the perception that university supervisors and cooperating teachers did not always seem to share common expectations for the student teacher. Appendixes list issues associated with practicums, skills students should develop during practicums, tasks for second year practicum in music education, and practicum evaluation criteria. (Contains 19 references.) (JDD)