the practicum triadic revisited lynne anderson debora lee
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DESCRIPTIONThe Practicum Triadic Revisited Lynne Anderson Debora Lee. Associate Teacher Symposium 13 June 2009. Kia ora, kia orana, namaste, bula, talofa lava, malo e lelei, faka lofa lahi atu, ni hau ma? salam, ayubowan, goedendag, greetings. Outline of Workshop. - PowerPoint PPT Presentation
The Practicum Triadic RevisitedLynne AndersonDebora Lee
Associate Teacher Associate Teacher SymposiumSymposium 13 June 200913 June 2009
Kia ora, kia orana, namaste, bula, talofa lava, malo e
lelei, faka lofa lahi atu, ni hau ma? salam, ayubowan,
Outline of Workshop
• Introductions, share a positive experience of a triadic assessment
• PMI brainstorm about triadic assessment• Questions about triadic process• Effective triadic assessment• The role of agency• Factors that contribute to agency• Concluding comments
PLUS – discuss and record what you find effective or positive about the triadic assessment
MINUS – discuss and record anything you find difficult or negative
INTERESTING – discuss and record anything of interest to you
The Triadic Assessment
• Is based on John Heron’s (1991) framework of self and peer assessment
• Is designed to be empowering• Should not contain any surprises
(except perhaps pleasant ones)• Gives student teachers the chance
to articulate their practice in a supportive and professional context
Overview of Practicum
• Characteristics of students on first practicum?
• Second practicum?
• Final practicum?
An Effective Triadic• Time and suitable venue• All parties well prepared (e.g. completed
assessment reports)• Professional facilitation:
– Starting with student teacher who talks to report rather than reading it– One learning outcome at a time– Examples shared– Each person takes a turn, and has the
opportunity to finish their piece– Honest and specific feedback given– Outcome of each LO negotiated and
finalised• Requires student teacher agency
A Reconstructed Working Definition of Agency
Professional agency in the practicum signifies that the student teacher operates with professional knowledge, skill, dispositions, and understanding in all professional practice contexts.
Three Aspects of Consciousness
• Discursive – when the individual can articulate reasons for actions
• Practical – when the individual can follow rules of convention but not articulate these
• Unconscious – when the individual is unaware of his/her motives
What contributes to student teacher agency?
• Brainstorm suggestions
Different perspectives from Margaret Turnbull’s research…
• Warm, welcoming, positive environment• Accepted as member of team• Mutual respect• Support and professional knowledge
• Comfortable with self• Positive rapport with children and
ability to scaffold children’s learning• Confident, diplomatic, tactful• Ability to be inclusive of cultural
diversity• Commitment to professionalism• Able to relate theory to practice• Able to reflect critically
• Self confidence• Communication skills• Collaborative• Able to reflect• Professional knowledge and
Conclusion• The triadic assessment promotes a
professional approach to practicum assessment
• If difficulties arise on practicum they must be addressed before the triadic assessment
• Competent contribution to the triadic assessment requires student teacher agency
• Agency is supported when student teachers feel accepted and respected in the ECE setting
“An agent ceases to be such if he or she loses the capacity to make a difference” (Giddons, 1984, p. 14).
ReferencesGiddons, A. (1984). The constitution of society: Outline of the theory
of structuration. California: University of California Press.
Heron, J. (1991). The facilitators’ handbook. London: Kogan Page.
Turnbull, M. (1997). Assessment in the early childhood practicum: A triadic process. ACE papers. Auckland College of Education: Auckland, New Zealand.