The Practicum Triadic Revisited Lynne Anderson Debora Lee Associate Teacher Symposium 13 June 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 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

In Groups 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…

Student Teachers Warm, welcoming, positive environment Accepted as member of team Mutual respect Support and professional knowledge

Associate Teachers 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

University Supervisors Self confidence Communication skills Collaborative Able to reflect Professional knowledge and commitment

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).

References Giddons, 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.