An ecological approach to practicum assessment

Abstract

This paper takes a critical view of the practicum in (early childhood) teacher education with particular reference to the issue of theory and practice. It begins by reviewing historical and contemporary approaches to the theory/practice dichotomy, and continues to deconstruct the practicum in relation to the role of experience and reflection. The paper contends that it is highly relevant to critique the practicum against an ecological postmodern perspective. With particular reference to assessment practices, an alternative approach to the practicum is proposed. The paper makes reference to initial findings in a small pilot study and suggests a new approach to practicum assessment.