The practice teachers challenges, dilemmas and possibilities

Relevant and meaningsful practice in the Post graduate vocational teacher education (PPU-y)

Abstract

The article explores the challenges practice teachers face in facilitating vocational student-teachers teaching practice. Research shows that didactic challenges in student-teachers teaching in the VET Health and youth programme in upper secondary education exists (Schaug & Herudsløkken, 2019). The article focuses on how to make the teaching practice experience more relevant and meaningful for the student-teachers. Practice teachers and students in VET Health and youth programme took part in the study.
The article’s problem statement: What challenges, dilemmas, and possibilities do the practice teacher face in the facilitation and organisation of the teaching practice for Postgraduate vocational teacher’s students.
The study discusses five challenges: Firstly, views on theory and practice. Secondly, how the practice teacher can contribute to a vocational didactical focus. Thirdly, how the practice teacher can develop a reflective dialogue with the student. Fourthly, the practice teachers double and triple vocational role. Finally, we look at how the practice teacher and the university can collaborate in the students’ education.
The article’s data arises from in-depth interviews, group interview, and analysis of policy documents.
Findings: It appeared that the students and the practice teachers have different views on the relation between theory and practice. It was also unclear if there is a focus on vocational didactics in their guidance of students. The practice teachers understanding of their complex double and triple role is surprisingly vague. There is a divergence between what the student-teachers perceive from the practice teachers’ guidance during the teaching practice and what the practice teachers’ intend to express.
Finally, strengthened cooperation between the practice teachers and the Postgraduate vocational teachers’ education at the university might increase the awareness of the mutual responsibility as teacher educators, and greater cohesion between teaching at the campus and teaching practice.