McGill University Practicum Analytical Review

Challenges Met by the Bow Valley College Early Childhood Education and Development
Students in Practicum
A2: Research Proposal
ELCC2505: Leadership and Research in Early Childhood Education and Development
Lea Clancy
Farhana Sharif, Gladys Tabanao, Jaime Fajardo, Kiranjot Sekhon & Megan Green
July 14th, 2020
Research Questions:
1. How do student-teachers perceive the roles of the practicum program in promoting their
pedagogical skills, subject matter knowledge, and introduction with the co-curricular
activity of the school?
2.
Does the student, school and practicum placement demonstrate partnership and
cooperation in implementing the practicum program?
Research Objectives
1. To identify the student-teacher perception on the relevance of the practicum program in
improving subject matter knowledge, pedagogical skills, and integration with the school’s
curriculum activity.
2. To identify if there is a cooperation between the student, school, and ECED institution in
implementing the practicum program.
I. Introduction:
College students interested in the education field require practical experience in order to
fully understand the profession. Post-secondary programs mandate practicum experiences for
students to ensure their preparation for the field. However, the different perceptions of the program
by teachers, mentors and students, is a significant challenge. This is because it poses difficulties
in improving the student’s knowledge and real-life practice. According to Cheng (2020), many
practicum experiences fail because the programs do not take into consideration student teachers’
needs. Also, the lack of cooperation between teacher programs, students, and the practicum
placements has led to difficulties in matching students and placement opportunities. Gokiert et al.,
(2017) considers that addressing the connection barrier requires effective planning, cooperation,
and frequent engagement in daily activities. The issue facing Early Childhood Education and
Development (ECED) placement is relevant to students because it creates awareness and
empowers them to identify strategies to deal with the problems. Moreover, the research will
improve the current literature on ECED studies as well as encourage extensive future studies.
The issues facing ECED practicum students need to be investigated to ensure that they get
the best experience interacting with actual children, advance their pedagogical skills, and improve
their ECED knowledge. According to Yeschenko (2017) investigating the issues faced by ECED
practicum students would allow paving way for quality early childhood education. This is because
students perform best when they have had quality practicum experience. This research will act as
a tool for building knowledge for current and future studies on early childhood education. The
topic is significant because it brings into account the major stakeholders in practicum placement
as well as the opportunity to identify a more progressive solution that would reform the early
childhood education system.
The research topic is important because many ECED students are still unable to translate
their theoretical classroom knowledge into the actual experience even after a practicum program.
Moreover, a practicum is a component of university-based social education and it is the most
crucial for the development of practical skills that would transform students into professional roles.
In other words, the topic allows understanding the diversity of challenges as well as learning
opportunities by engaging critical collaborators in ECED (Gokiert et al., 2017). Students hope to
learn the possible challenges they will likely experience during their practicum program hence
build confidence to further their career. Also, the student anticipates gaining a better understanding
of ECED practicum operations hence encouraging them to bring evolutionary reforms to the
education system. The research will use a survey of past and present ECED practicum students as
the main source of data collection. The survey focuses on important ECED practicum stakeholders
including the school, student, and the practicum placement.
II. Data Collection Methods:
Data collection instrument or tool
This study employed the descriptive method of research and expected to come up with a
systematic description of a situation factually and accurately with the use of the researcher-made
questionnaire using the 4-point Likert scale, check box and open-ended question (see Appendix
A). The questionnaire contains questions which requires the participants to answer using their own
experiences in the practicum field. This research not only requires gathering, tabulating, computing
of data but also involves the analysis and interpretation of results from the participants. It aims to
describe the different challenges that ECE practicum students experience in the practicum hoping
to address these concerns to any school and practicum site authorities for possible consideration
and future improvement.
Participants Description
The participants of this study will be the Early Childhood Education and Development
students who have undergone or are currently doing their practicum in the course. The participants
of the study do not have to be from the same practicum nor do they have to be in the same class.
The participants would not include mentors/educators/directors from a childcare program where
they have previously or currently doing their practicum (except if they are working/have worked
at a childcare program). Moreover, it does not include other students who are in the same class,
family members, or relatives (anyone related to them).
Selection of Participants
To solicit high and positive response from the participants towards this research study, the
researchers would provide a letter of invitation to the participants, along with a consent form and
the questionnaire link. In identifying the participants, the researchers will make use of the
purposive sampling to ensure that the participants have experienced doing practicum. This would
be possible through referrals from the instructor and even from the researchers’ preference, being
in the field. As much as possible, the researchers would choose the participants who are not
enrolled in the same class course to avoid any bias in answering the questions. The researchers
would also preserve the confidentiality of the personal profile and data of the participants of this
study and will observe the highest ethical protocol.
Recruitment of Participants
Participants would be recruited through purposive sampling or snowball method. The consent
form provided permission to the researchers that the participants agree to participate in the study
and that any result of this study could be published in any form. The consent form also respects
the right of every participant to withdraw such participation in the course of the study. Once the
consent form, invitation to participate as well as accomplished questionnaires are gathered
considering that it is done online, it confirms the participation of the participants.
III. Confidentiality, anonymity, and data security
In the conduct of the study, a permit to administer will be secured from the instructor. This
study is limited to the participants of Bow Valley College Early Childhood Education and
Development practicum students. The participants of this study are past and present practicum
students who faced challenges from their experiences in the practicum courses. The researchers
themselves will administer the survey questionnaire to the selected practicum students via email.
This email would contain the invitation to participate (in which their acceptance would be
determine when they answer the questionnaire) and the questionnaire link itself. When the
participants finished answering, the researcher would be able to collect data from the perspective
of the participants. The responses will be anonymous and will never be linked to the participants
personally. It will be gathered and held under confidentiality and anonymity to maintain the
privacy of the participants.
IV. Keywords
Challenges – difficulties encountered within the actual practice of the program
Co-curricular activity- is the participation in any co-curricular activities recognize by the Bow
Valley College Early Childhood Education and Development Students
Mentor – is the schoolteacher who is assigned to assist and evaluate student-teachers while they
are practicing in the actual classroom.
Practicum program – is a school based practical section of a course and classroom teaching
practices, given for pre-provision teachers under the assistance of specialized teachers
Pedagogical skills – teaching skills used by the teacher to facilitate and support children’s learning
related to different subject areas.
Student-teachers – prospective teachers who were assigned to a practicum program.
V. Literature review:
Recent studies on the student experiences during practicum have shown the need for further
investigation and discourse on what makes an efficient and competent practicum program. Eight
peer reviewed articles are discussed in relation to the topic of challenges practicum students face.
Johnson, Paro and Crosby (2016) explore students’ satisfaction with their practicum
placement in relation to socio-emotional components and teacher efficiency. Paro, Schagen, King
and Lippard (2017) give a systems perspective on the elements that make up the practicum
experience and how to improve on it. Al-Momani (2016) examines the challenges student-teachers
face in the practicum program provided by the College of Education at Najran University, Saudi
Arabia. Geng, Midford and Buckworth (2015) use a scale to measure stress levels of students
partaking in a practicum program.
Weatherby-Fell, Duchesne and Neilsen-Hewett (2019) examine student experiences with
the model titled “Building Resilience in Teacher Education” (BRiTE). Sumrall, Scott-Little, Paro,
Pianta, Burchinal, Hamre and Howes (2017) provide data collected from a survey comparing
experiences among practicums that care for different aged children. White, Peter, Sims, Rockel
and Kumeroa (2016) report on a longitudinal project titled “Collaboration of Universities
Pedagogies of Infants’ and Toddlers’ Development” (CUPID). Where practicum experience across
five universities is explored. Kokkinos, Stavropoulos and Davazoglou (2016) explore practicum
and perceived stressors that are involved.
According to these peer reviewed articles, it is important for us to continue exploring and
studying practicum experiences. One study deemed it as being “vital that the field of early
childhood education continue to describe these early practicum experiences” (Johnson, et. al.,
2016, p. 236). Paro et. al. claim that practicum experiences are important “in the development of
effective teachers” (2017, p. 365). Common challenges for students in a practicum programs were
a feeling of isolation, non-belonging, a lack of support and, lack of communication with mentors
(Al-Momani, 2016, p. 49; Geng, et. al., 2015, p. 37; Weatherby-Fell, et. al., 2019, p. 621). What
these findings reveal, is that there are common challenges across different teacher education
practicums and not just one program in particular.
The literature reviewed, give reason to why competent practicum programs are beneficial
for students. A 2016 study showed that “higher levels of practicum satisfaction predicted higher
practicum students’ teacher efficacy” (Johnson, et. al., p.229). Kokkinos et al. demonstrated in
their study that in regard to successful practicum placement and programs, classroom experiences
help to mitigate stress overall for students within their academic journey (2016, p. 290). For
practicum programs to be effective, students must be able to apply the learnt theory to practice.
This is a “…key issue in the preparation of effective professionals across a range of disciplines
where there are no standard answers or approaches, and the professional response needed in each
situation is unique” (White, et. al., 2016, p. 284). In relation to the issue of students not being able
to apply theory to practice, a 2017 study states the lack of assurance for adequate mentoring and
high-quality placements for practicum students is the main reason (Sumrall, et. al., p. 828).
To conclude, the literature displays common challenges that practicum students
experience. It identifies the need for further investigation and discourse on current student-teacher
practicum programs.
VI. Benefits:
Practicum is very helpful for students to observe children in a real-life setting. The
literature we have reviewed reveals that mentor and teacher support is needed to ensure consistency
in applying philosophy to practice (Sumrall, 2017, et. al., p.829). It is evident that teacher and
mentor support and cooperation is crucial for an effective practicum program. Our research will
benefit the early childhood education field by emphasizing the importance of competent and
cooperative instructors and mentors. This literature is beneficial for participants because it gives
them a say in the matter of what makes a competent practicum program. It is also beneficial for
participants who are currently partaking or will be partaking in a practicum program creating a
discourse on what can be the challenges they face and what should be done. This research is
beneficial for the early childhood education field and the participants in the survey because it
encourages educators to create new strategies to use in practice to ensure a cooperative
environment
VII. Risks:
No Risk
Risk of coercion
and/or manipulation
✓
Minimal Risk
(that is, as
experienced in
everyday life)
More than Minimal
Risk
(that is, beyond the
risk experienced in
everyday life)
Risk of psychological
distress or trauma
✓
Risk of deception
✓
Risk of emotional or
social-related distress
✓ There is a
chance that it may
bring up emotional
distress that the
participant has
experienced in
practicum.
Risk of other harms
✓
*add reason if minimal or more than minimal is checked off
VIII. Timeline
TASKS
PERSONS
INVOLVED
START
DATE
END DATE
DURATION
STATUS
1. Identifying research
topic
Researchers
June 15, 2020
June 19,2020
1 week
Completed
2. Research Planning
Researchers
June 15, 2020
June 26,2020
2 weeks
Completed
3. Finalization and
submission of the
research
questionnaire
Researchers
4. Identifying focal
person for the writing
of Research Proposal.
June 23, 2020
June 23, 2020
1 day
Researchers
June 30, 2020
June 30, 2020
1 Day
5. Crafting and
accomplishment of the
different parts of the
research proposal
Researchers
June 30, 2020
July 13, 2020
1 week
6. Identification of the
research participants,
sending of consent
forms, and floating of
the research
questionnaire.
Researchers
July 7, 2020
July 13, 2020
1 week
7. Submission of the
research proposal
Researchers
July 14, 2020
July 14, 2020
1 day
8.Collection and
gathering of
questionnaires and
consent forms.
Researchers
July 8, 2020
July 14, 2020
1 week
9. Tabulation of
accomplished
questionnaires and
processing of data.
Researchers
July 14, 2020
July 20, 2020
1 week
10. Interpret results
and findings.
Researchers
July 20, 2020
July 25, 2020
5 days
11. Writing of the
completed research
paper
Researchers
July 25- August
8, 2020
August 8,
2020
2 weeks
Completed
Instructor
Participants
Instructor
Instructor
Participants
Instructor
Instructor
Completed
Ongoing
12. Group Editing and
Finalization of the
completed research
paper
Researchers
August 8-11,
2020
August 11,
2020
4 days
13. Submission of the
completed research
paper.
Researchers
August 1, 2020
August 11,
2020
1 day
Instructor
IX. References
Al-Momani, F., Dr. (2016). Challenges of practicum at college of education: supervisors
& students’ teachers’ perspective. International Journal of Novel Research in
Humanity
and
Social
Sciences,
3(3),
45-52.
Retrieved
from
https://www.noveltyjournals.com/journal/IJNRHSS/Issue-3-May-2016-June2016/0
Cheng, T. L. (2020). Student teachers’ perception of reflective journal writing in placement
practicum: experience from a Hong Kong institution. Asia-Pacific journal of
research
in
early
childhood
education,
14,
27-51.
http://dx.doi.org/10.17206/apjrece.2020.14.2.27
Geng, G., Midford, R., & Buckworth, J. (2015). Investigating the stress levels of early
childhood, primary and secondary pre-service teachers during teaching practicum.
Journal
of
Teacher
Education
for
Sustainability,
17(1),
35-47.
https://doi.org/10.1515/jtes-2015-0003
Gokiert, R., Kingsley, B., Poth, C., Edwards, K., El Hassar, B., Tink, L., … & Hopkins, S.
(2017). Developing an evaluation capacity building network in the field of early
childhood development. Engaged Scholar Journal: Community-Engaged
Research,
Teaching,
and
Learning,
3(2),
59-80.
https://doi.org/10.15402/esj.v3i2.333
Johnson, A. V., Paro, K. M., & Crosby, D. A. (2016). Early practicum experiences:
preservice early childhood students’ perceptions and sense of efficacy. Early
Childhood Education Journal, 45(2), 229-236. https://doi.org/10.1007/s10643016-0771-4
Kokkinos, C. M., Stavropoulos, G., & Davazoglou, A. (2016). Development of an
instrument measuring student teachers’ perceived stressors about the practicum.
Teacher
Development,
20(2),
275-293.
https://doi.org/10.1080/13664530.2015.1124139
Paro, K. M., Schagen, A. V., King, E., & Lippard, C. (2017). A systems perspective on
practicum experiences in early childhood teacher education: focus on
interprofessional relationships. Early Childhood Education Journal, 46(4), 365375. https://doi.org/10.1007/s10643-017-0872-8
Sumrall, T. C., Scott-Little, C., Paro, K. M., Pianta, R. C., Burchinal, M., Hamre, B.,
Howes, C. (2017). Student teaching within early childhood teacher preparation
programs: an examination of key features across 2- and 4-year institutions. Early
Childhood Education Journal, 45(6), 821-830. https://doi.org/10.1007/s10643016-0830-x
Weatherby-Fell, N., Duchesne, S., & Neilsen-Hewett, C. (2019). Preparing and supporting
early childhood pre-service teachers in their professional journey. The Australian
Educational Researcher, 46(4), 621-637. https://doi.org/10.1007/s13384-01900340-4
White, E. J., Peter, M., Sims, M., Rockel, J., & Kumeroa, M. (2016). First-year practicum
experiences for preservice early childhood education teachers working with birthto-3-year-olds: An Australasian experience. Journal of Early Childhood Teacher
Education, 37(4), 282-300. https://doi.org/10.1080/10901027.2016.1245221
Yeschenko, M. R. (2017). Improving metacognitive awareness and authentic teaching
practices through scaffolding goal setting and reflective practices with ECD majors
at the community college level. Retrieved from: https://eric.ed.gov/?id=ED578397
APPENDIX A
Research Questionnaire
Research Topic: Challenges Met by the BVC ECED Students in Practicum
Research Questions:
1. How do student-teachers perceive the roles of the practicum program in promoting their
pedagogical skills, subject matter knowledge, and introduction with the co-curricular
activity of the school?
2.
Does the student, school and practicum placement demonstrate partnership and
cooperation in implementing the practicum program?
Part 1: Profile
Program:
_______ ECED Diploma Program
_______ ECED Certificate Program
Number of Practicums Attended:
_______ 4
_______ 3
_______ 2
_______ 1
Part 2: Direction: Read the following sentences and indicate your choice by ticking the box.
Questions
Strongly
Agree
Agree
Disagree
Strongly
Disagree
1. How do student-teachers perceive the roles of practicum program in promoting their
pedagogical skills, subject matter knowledge, and introduction with…
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