THE STRUCTURE OF PRACTICUMS AND THE SCHOOL-UNIVERSITY PARTNERSHIP IN TEACHER EDUCATION IN VIETNAM: A DOCUMENT ANALYSIS STUDY
Main Article Content
Abstract
Practicum is an important component of teacher education programs in Vietnam. However, there is little research that can provide readers with an overview of the organisation of practicums and the level of school-university partnership in this context. The present study analyzes data obtained from 89 curricula from 22 teacher training institutions, and policy documents, implementation manuals and reports from 36 institutions in Vietnam. The results of document analysis show that there is a great difference between institutions in terms of the number of practicums, the duration of the practicums, its beginning and ending points. In addition, document analysis also shows that 4 models of practicums are being implemented at teacher training institutions showing different levels of partnership between universities and schools. Findings of this study are useful to policymakers on practicum policies, curriculum designers, lecturers, pedagogical students, and school teachers.
Article Details
Keywords
practicum, university-school partnership, teacher education , practicum stucture, practicum models
References
Allen, J., Singh, P., & Rowan, L. (2019). Professional experience in initial teacher education: Keeping abreast of change in the 21st century. Asia-Pacific Journal of Teacher Education, 47(4), 323-326.
Allen, J. M., Howells, K., & Radford, R. (2013). A ‘partnership in teaching excellence’: Ways in which one school–university partnership has fostered teacher development. Asia-Pacific Journal of Teacher Education, 41(1), 99-110.
Aydin, S., Demirdogen, B., Akin, F. N., Uzuntiryaki-Kondakci, E., & Tarkin, A. (2015). The nature and development of interaction among components of pedagogical content knowledge in practicum. Teaching and Teacher Education, 46, 37-50.
Benson, P., & Gao, X. (2012). 'Unruly pupils' in pre-service English language teachers’ teaching practicum experiences. Journal of Education for Teaching, 38(2), 127-140.
Bloomfield, D. (2009). Working within and against neoliberal accreditation agendas: Opportunities for professional experience. Asia‐Pacific Journal of Teacher Education, 37(1), 27-44.
Bloomfield, D., & Nguyen, H. T. M. (2015). Creating and sustaining professional learning partnerships: Activity theory as an analytic tool. Australian Journal of Teacher Education, 40(11), 23-44.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
Bộ Giáo dục và Đào tạo. (2003). Quyết định 36/2003/QĐ-BGDĐT về việc ban hành quy chế thực hành, thực tập sư phạm áp dụng cho các trường đại học, cao đẳng đào tạo giáo viên phổ thông, mầm non trình độ cao đẳng hệ chính quy. https://thukyluat.vn/vb/quyet-dinh-36-2003-qd-bgddt-quy-che-thuc-hanh-thuc-tap-su-pham-truong-dai-hoc-cao-dang-c9b9.html
Bộ Giáo dục và Đào tạo. (2014). Thông tư số 16/2014/TT-BGDĐT về quy chế hoạt động của trường thực hành sư phạm.
Bộ Giáo dục và Đào tạo. (2021). Thông tư quy quy định về chuẩn chương trình đào tạo; xây dựng, thẩm định và ban hành chương trình đào tạo các trình độ của giáo dục đại học. https://thuvienphapluat.vn/van-ban/Giao-duc/Thong-tu-17-2021-TT-BGDDT-chuan-chuong-trinh-dao-tao-cac-trinh-do-giao-duc-dai-hoc-450547.aspx
Bộ Giáo dục và Đào tạo. (2021). Thông tư 12/2021/TT-BGDĐT ban hành chương trình và thực hiện bồi dưỡng nghiệp vụ sư phạm cho người có bằng cử nhân chuyên ngành phù hợp có nguyện vọng trở thành giáo viên THCS, THPT. https://luatvietnam.vn/giao-duc/thong-tu-12-2021-tt-bgddt-chuong-trinh-boi-duong-nghiep-vu-su-pham-200906-d1.html
Bộ Giáo dục và Đào tạo. (2021). Thông tư 11/2021/TT-BGDĐT ban hành chương trình và thực hiện bồi dưỡng nghiệp vụ sư phạm cho người có bằng cử nhân chuyên ngành phù hợp có nguyện vọng trở thành giáo viên tiểu học. https://tuyensinhtoanquoc.net/thong-tu-11-2021-tt-bgddt/
Bùi, H. T. (2017). Một số vấn đề về hoạt động thực tập sư phạm ở Trường Đại học Cần Thơ theo hệ thống tín chỉ. Tạp chí Giáo dục, (Số đặc biệt tháng 3), 197-219.
Cantalini-Williams, M., Cooper, L., Grierson, A., Maynes, N., Rich, S., Tessaro, M. L., Brewer, C. A., Tedesco, S., & Wideman-Johnston, T. (2014). Innovative practicum models in teacher education: The benefits, challenges and implementation implications of peer mentorship, service learning and international practicum experiences. Higher Education Quality Council of Ontario.
Chua, B. L., Lee, Y. J., & Liu, W. C. (2018). The teaching practicum in Singapore: Developing teacher identity and professional practices. In K. J. Kennedy & J. C.-K. Lee (Eds.), Routledge international handbook of schools and schooling in Asia (pp. 912-921). Routledge.
Cochran-Smith, M. (2013). Introduction: The politics of policy in teacher education: International perspectives. The Educational Forum, 77(1), 3–4.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.
Darling-Hammond, L., & Bransford, J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.
Flores, M. A. (2016). Teacher education curriculum. In J. Loughran & M. L. Hamilton (Eds.), International handbook of teacher education (pp. 187-230). Springer.
Gore, J. M. (2001). Beyond our differences: A reassembling of what matters in teacher education. Journal of Teacher Education, 52(2), 124-135.
Green, C. A., Tindall-Ford, S. K., & Eady, M. J. (2020). School-university partnerships in Australia: A systematic literature review. Asia-Pacific Journal of Teacher Education, 48(4), 403-435.
Grudnoff, L. (2011). Rethinking the practicum: Limitations and possibilities. Asia-Pacific Journal of Teacher Education, 39(3), 223-234.
Grudnoff, L., & Williams, R. (2010). Pushing boundaries: Reworking university-school practicum relationships. New Zealand Journal of Educational Studies, 45(2), 33-45.
Ha, L. K. A. (2019). Improving teaching practicum: Suggestions from the analysis of foreign language teacher education curricula. VNU Journal of Foreign Studies, 35(2), 116-126. https://doi.org/10.25073/2525-2445/vnufs.4354
Hartley, M., & Huddleston, T. (2010). School-community-university partnerships for a sustainable democracy: Education for democratic citizenship in Europe and the United States of America. Council of Europe Publishing. https://repository.upenn.edu/gse_pubs/386
Jackson, A., & Burch, J. (2019). New directions for teacher education: Investigating school/university partnership in an increasingly school-based context. Professional Development in Education, 45(1), 138-150.
Jones, M., Hobbs, L., Kenny, J., Campbell, C., Chittleborough, G., Gilbert, A., Herbert, S., & Redman, C. (2016). Successful university-school partnerships: An interpretive framework to inform partnership practice. Teaching and Teacher Education, 60, 108-120.
Kolb, D. A., & Fry, R. E. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of group processes (pp. 34-56). John Wiley & Sons.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Le Cornu, R., & Ewing, R. (2008). Reconceptualising professional experiences in pre-service teacher education… reconstructing the past to embrace the future. Teaching and Teacher Education, 24(7), 1799-1812.
Lê, V. C. (2014). Great expectations: The TESOL practicum as a professional learning experience. TESOL Journal, 5(2), 199-224.
Loh, J., & Hu, G. (2019). Teacher education in Singapore. In G. Noblit (Ed.), Oxford research encyclopedia of education (pp. 1–22). Oxford University Press.
Major, J., & Santoro, N. (2016). Supervising an international teaching practicum: Building partnerships in postcolonial contexts. Oxford Review of Education, 42(4), 460-474.
Mena, J., Hennissen, P., & Loughran, J. (2017). Developing pre-service teachers’ professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66, 47–59.
Mills, C. (2013). A Bourdieuian analysis of teachers' changing dispositions towards social justice: The limitations of practicum placements in pre-service teacher education. Asia-Pacific Journal of Teacher Education, 41(1), 41-54.
Nguyen, H. T. T. (2020). Learning to teach across the boundary: A cultural historical activity theory perspective on a university-school partnership in Vietnam. Teaching and Teacher Education, 96, Article 103183. https://doi.org/10.1016/j.tate.2020.103183
Ottesen, E. (2007). Reflection in teacher education. Reflective Practice, 8(1), 31-46.
Ryan, G., Toohey, S., & Hughes, C. (1996). The purpose, value and structure of the practicum in higher education: A literature review. Higher Education, 31(3), 355-377.
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Sewell, A., Cody, T. L., Weir, K., & Hansen, S. (2018). Innovations at the boundary: An exploratory case study of a New Zealand school-university partnership in initial teacher education. Asia-Pacific Journal of Teacher Education, 46(4), 321-339.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
Trần, A. T., & Phạm, T. T. (2017). Các loại hình tổ chức thực tập sư phạm ở Việt Nam. Tạp chí Giáo dục, (Số đặc biệt tháng 3), 92-103. https://tapchigiaoduc.moet.gov.vn/vi/magazine/so-dac-biet-thang-3-267/27-cac-loai-hinh-to-chuc-thuc-tap-su-pham-o-viet-nam-4005.html
Trường Đại học Ngoại ngữ. (2019). Quyết định 1955/QĐ-ĐHNN ban hành quy chế về thực hành, thực tập và phát triển kỹ năng bổ trợ của sinh viên Trường Đại học Ngoại ngữ – ĐHQGHN. https://hssv.ulis.vnu.edu.vn/quy-che-ve-thuc-tap-thuc-hanh-va-phat-trien-ky-nang-bo-tro/
Trường Đại học Quy Nhơn. (2022). Hướng dẫn thực tập sư phạm năm học 2022-2023. https://pdtdh.qnu.edu.vn/vi/ttsp1/he-thong-van-ban-ttsp1-nam-hoc-2022-2023-5958
Trường Đại học Sư phạm, Đại học Huế. (2020). Quy định về kiến tập, thực tập sư phạm. http://www.dhsphue.edu.vn/media/db_html_cmp_010901/20171023085730_quy_dinh_ve_thuc_tap_su_pham_2017.docx
Trường Đại học Thủ đô Hà Nội. (2020). Hướng dẫn thực tập sư phạm năm học 2020-2021. https://hnmu.edu.vn/thuc-tap-su-pham/he-thong-van-ban-bieu-mau-va-huong-dan-thuc-tap-nam-hoc-2020-2021.html
Trường Đại học Vinh. (2019). Quy định về hướng dẫn thực tập sư phạm cho sinh viên thực tập tại các trường THPT năm học 2019–2020. https://phongdaotao.vinhuni.edu.vn/hoat-dong-chuyen-mon/seo/quy-dinh-ve-huong-dan-thuc-tap-su-pham-cho-sinh-vien-thuc-tap-tai-cac-truong-thpt-nam-hoc-2019-2020-95833
Tsui, A. B. M., & Law, D. Y. -K. (2007). Learning as boundary-crossing in school–university partnership. Teaching and Teacher Education, 23(8), 1289-1301.
Ure, C., Gough, A., & Newton, R. (2009). Practicum partnerships: Exploring models of practicum organisation in teacher education for a standards-based profession. Australian Learning and Teaching Council. https://core.ac.uk/download/pdf/30683516.pdf
Vo, K. A. T., Pang, V., & Lee, K. W. (2018). Teaching practicum of an English teacher education program in Vietnam: From expectations to reality. Journal of Nusantara Studies (JONUS), 3(2), 32-40.
Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
Walton, E., & Rusznyak, L. (2013). Pre-service teachers' pedagogical learning during practicum placements in special schools. Teaching and Teacher Education, 36, 112-120.
Yuan, R., & Lee, I. (2014). Pre-service teachers' changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12.
Zeichner, K. (1992). Rethinking the practicum in the professional development school partnership. Journal of Teacher Education, 43(4), 296-307.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99.
Allen, J. M., Howells, K., & Radford, R. (2013). A ‘partnership in teaching excellence’: Ways in which one school–university partnership has fostered teacher development. Asia-Pacific Journal of Teacher Education, 41(1), 99-110.
Aydin, S., Demirdogen, B., Akin, F. N., Uzuntiryaki-Kondakci, E., & Tarkin, A. (2015). The nature and development of interaction among components of pedagogical content knowledge in practicum. Teaching and Teacher Education, 46, 37-50.
Benson, P., & Gao, X. (2012). 'Unruly pupils' in pre-service English language teachers’ teaching practicum experiences. Journal of Education for Teaching, 38(2), 127-140.
Bloomfield, D. (2009). Working within and against neoliberal accreditation agendas: Opportunities for professional experience. Asia‐Pacific Journal of Teacher Education, 37(1), 27-44.
Bloomfield, D., & Nguyen, H. T. M. (2015). Creating and sustaining professional learning partnerships: Activity theory as an analytic tool. Australian Journal of Teacher Education, 40(11), 23-44.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
Bộ Giáo dục và Đào tạo. (2003). Quyết định 36/2003/QĐ-BGDĐT về việc ban hành quy chế thực hành, thực tập sư phạm áp dụng cho các trường đại học, cao đẳng đào tạo giáo viên phổ thông, mầm non trình độ cao đẳng hệ chính quy. https://thukyluat.vn/vb/quyet-dinh-36-2003-qd-bgddt-quy-che-thuc-hanh-thuc-tap-su-pham-truong-dai-hoc-cao-dang-c9b9.html
Bộ Giáo dục và Đào tạo. (2014). Thông tư số 16/2014/TT-BGDĐT về quy chế hoạt động của trường thực hành sư phạm.
Bộ Giáo dục và Đào tạo. (2021). Thông tư quy quy định về chuẩn chương trình đào tạo; xây dựng, thẩm định và ban hành chương trình đào tạo các trình độ của giáo dục đại học. https://thuvienphapluat.vn/van-ban/Giao-duc/Thong-tu-17-2021-TT-BGDDT-chuan-chuong-trinh-dao-tao-cac-trinh-do-giao-duc-dai-hoc-450547.aspx
Bộ Giáo dục và Đào tạo. (2021). Thông tư 12/2021/TT-BGDĐT ban hành chương trình và thực hiện bồi dưỡng nghiệp vụ sư phạm cho người có bằng cử nhân chuyên ngành phù hợp có nguyện vọng trở thành giáo viên THCS, THPT. https://luatvietnam.vn/giao-duc/thong-tu-12-2021-tt-bgddt-chuong-trinh-boi-duong-nghiep-vu-su-pham-200906-d1.html
Bộ Giáo dục và Đào tạo. (2021). Thông tư 11/2021/TT-BGDĐT ban hành chương trình và thực hiện bồi dưỡng nghiệp vụ sư phạm cho người có bằng cử nhân chuyên ngành phù hợp có nguyện vọng trở thành giáo viên tiểu học. https://tuyensinhtoanquoc.net/thong-tu-11-2021-tt-bgddt/
Bùi, H. T. (2017). Một số vấn đề về hoạt động thực tập sư phạm ở Trường Đại học Cần Thơ theo hệ thống tín chỉ. Tạp chí Giáo dục, (Số đặc biệt tháng 3), 197-219.
Cantalini-Williams, M., Cooper, L., Grierson, A., Maynes, N., Rich, S., Tessaro, M. L., Brewer, C. A., Tedesco, S., & Wideman-Johnston, T. (2014). Innovative practicum models in teacher education: The benefits, challenges and implementation implications of peer mentorship, service learning and international practicum experiences. Higher Education Quality Council of Ontario.
Chua, B. L., Lee, Y. J., & Liu, W. C. (2018). The teaching practicum in Singapore: Developing teacher identity and professional practices. In K. J. Kennedy & J. C.-K. Lee (Eds.), Routledge international handbook of schools and schooling in Asia (pp. 912-921). Routledge.
Cochran-Smith, M. (2013). Introduction: The politics of policy in teacher education: International perspectives. The Educational Forum, 77(1), 3–4.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.
Darling-Hammond, L., & Bransford, J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.
Flores, M. A. (2016). Teacher education curriculum. In J. Loughran & M. L. Hamilton (Eds.), International handbook of teacher education (pp. 187-230). Springer.
Gore, J. M. (2001). Beyond our differences: A reassembling of what matters in teacher education. Journal of Teacher Education, 52(2), 124-135.
Green, C. A., Tindall-Ford, S. K., & Eady, M. J. (2020). School-university partnerships in Australia: A systematic literature review. Asia-Pacific Journal of Teacher Education, 48(4), 403-435.
Grudnoff, L. (2011). Rethinking the practicum: Limitations and possibilities. Asia-Pacific Journal of Teacher Education, 39(3), 223-234.
Grudnoff, L., & Williams, R. (2010). Pushing boundaries: Reworking university-school practicum relationships. New Zealand Journal of Educational Studies, 45(2), 33-45.
Ha, L. K. A. (2019). Improving teaching practicum: Suggestions from the analysis of foreign language teacher education curricula. VNU Journal of Foreign Studies, 35(2), 116-126. https://doi.org/10.25073/2525-2445/vnufs.4354
Hartley, M., & Huddleston, T. (2010). School-community-university partnerships for a sustainable democracy: Education for democratic citizenship in Europe and the United States of America. Council of Europe Publishing. https://repository.upenn.edu/gse_pubs/386
Jackson, A., & Burch, J. (2019). New directions for teacher education: Investigating school/university partnership in an increasingly school-based context. Professional Development in Education, 45(1), 138-150.
Jones, M., Hobbs, L., Kenny, J., Campbell, C., Chittleborough, G., Gilbert, A., Herbert, S., & Redman, C. (2016). Successful university-school partnerships: An interpretive framework to inform partnership practice. Teaching and Teacher Education, 60, 108-120.
Kolb, D. A., & Fry, R. E. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of group processes (pp. 34-56). John Wiley & Sons.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Le Cornu, R., & Ewing, R. (2008). Reconceptualising professional experiences in pre-service teacher education… reconstructing the past to embrace the future. Teaching and Teacher Education, 24(7), 1799-1812.
Lê, V. C. (2014). Great expectations: The TESOL practicum as a professional learning experience. TESOL Journal, 5(2), 199-224.
Loh, J., & Hu, G. (2019). Teacher education in Singapore. In G. Noblit (Ed.), Oxford research encyclopedia of education (pp. 1–22). Oxford University Press.
Major, J., & Santoro, N. (2016). Supervising an international teaching practicum: Building partnerships in postcolonial contexts. Oxford Review of Education, 42(4), 460-474.
Mena, J., Hennissen, P., & Loughran, J. (2017). Developing pre-service teachers’ professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66, 47–59.
Mills, C. (2013). A Bourdieuian analysis of teachers' changing dispositions towards social justice: The limitations of practicum placements in pre-service teacher education. Asia-Pacific Journal of Teacher Education, 41(1), 41-54.
Nguyen, H. T. T. (2020). Learning to teach across the boundary: A cultural historical activity theory perspective on a university-school partnership in Vietnam. Teaching and Teacher Education, 96, Article 103183. https://doi.org/10.1016/j.tate.2020.103183
Ottesen, E. (2007). Reflection in teacher education. Reflective Practice, 8(1), 31-46.
Ryan, G., Toohey, S., & Hughes, C. (1996). The purpose, value and structure of the practicum in higher education: A literature review. Higher Education, 31(3), 355-377.
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Sewell, A., Cody, T. L., Weir, K., & Hansen, S. (2018). Innovations at the boundary: An exploratory case study of a New Zealand school-university partnership in initial teacher education. Asia-Pacific Journal of Teacher Education, 46(4), 321-339.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
Trần, A. T., & Phạm, T. T. (2017). Các loại hình tổ chức thực tập sư phạm ở Việt Nam. Tạp chí Giáo dục, (Số đặc biệt tháng 3), 92-103. https://tapchigiaoduc.moet.gov.vn/vi/magazine/so-dac-biet-thang-3-267/27-cac-loai-hinh-to-chuc-thuc-tap-su-pham-o-viet-nam-4005.html
Trường Đại học Ngoại ngữ. (2019). Quyết định 1955/QĐ-ĐHNN ban hành quy chế về thực hành, thực tập và phát triển kỹ năng bổ trợ của sinh viên Trường Đại học Ngoại ngữ – ĐHQGHN. https://hssv.ulis.vnu.edu.vn/quy-che-ve-thuc-tap-thuc-hanh-va-phat-trien-ky-nang-bo-tro/
Trường Đại học Quy Nhơn. (2022). Hướng dẫn thực tập sư phạm năm học 2022-2023. https://pdtdh.qnu.edu.vn/vi/ttsp1/he-thong-van-ban-ttsp1-nam-hoc-2022-2023-5958
Trường Đại học Sư phạm, Đại học Huế. (2020). Quy định về kiến tập, thực tập sư phạm. http://www.dhsphue.edu.vn/media/db_html_cmp_010901/20171023085730_quy_dinh_ve_thuc_tap_su_pham_2017.docx
Trường Đại học Thủ đô Hà Nội. (2020). Hướng dẫn thực tập sư phạm năm học 2020-2021. https://hnmu.edu.vn/thuc-tap-su-pham/he-thong-van-ban-bieu-mau-va-huong-dan-thuc-tap-nam-hoc-2020-2021.html
Trường Đại học Vinh. (2019). Quy định về hướng dẫn thực tập sư phạm cho sinh viên thực tập tại các trường THPT năm học 2019–2020. https://phongdaotao.vinhuni.edu.vn/hoat-dong-chuyen-mon/seo/quy-dinh-ve-huong-dan-thuc-tap-su-pham-cho-sinh-vien-thuc-tap-tai-cac-truong-thpt-nam-hoc-2019-2020-95833
Tsui, A. B. M., & Law, D. Y. -K. (2007). Learning as boundary-crossing in school–university partnership. Teaching and Teacher Education, 23(8), 1289-1301.
Ure, C., Gough, A., & Newton, R. (2009). Practicum partnerships: Exploring models of practicum organisation in teacher education for a standards-based profession. Australian Learning and Teaching Council. https://core.ac.uk/download/pdf/30683516.pdf
Vo, K. A. T., Pang, V., & Lee, K. W. (2018). Teaching practicum of an English teacher education program in Vietnam: From expectations to reality. Journal of Nusantara Studies (JONUS), 3(2), 32-40.
Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
Walton, E., & Rusznyak, L. (2013). Pre-service teachers' pedagogical learning during practicum placements in special schools. Teaching and Teacher Education, 36, 112-120.
Yuan, R., & Lee, I. (2014). Pre-service teachers' changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12.
Zeichner, K. (1992). Rethinking the practicum in the professional development school partnership. Journal of Teacher Education, 43(4), 296-307.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99.