Alternative Practicum Experiences for Early Childhood Preservice Teachers

Abstract

Abstract Practicum experiences are an integral part of teacher education programs. This study drew on perceptions of stakeholders (preservice teachers, cooperating teachers, and university professors) to examine the strengths and weaknesses of two practicum models of an early childhood teacher education program. Findings showed that preservice teachers, regardless of varied experiences due to practicum structures, experienced stress and confidence boosts during the practicum. Our findings may provide insights for those designing practicum experiences for preservice teachers.