The Resilient Teacher: Unveiling the Positive Impact of the Collaborative Practicum Model on Novice Teachers

Abstract

The present quantitative, non-experimental comparative study, delves into the long-term effects of the collaborative practicum model (specifically the “academy-class” model) on novice teachers. The research aims to discern disparities in the professional self-efficacy of novice educators who underwent training within the collaborative practicum model as opposed to those who adhered to the conventional teaching model. This comparative analysis is based on three variables: perception of the teaching profession, professional self-efficacy, and socio-economic security. Furthermore, the study examines whether the collaborative model contributes to cultivating more favorable attitudes toward the teaching profession and a greater inclination to continue teaching for an extended period exceeding three years. The study encompasses a cohort of 436 Bachelor of Education (B.Ed.) graduates from 22 Israeli Higher Education Institutions who completed their degrees within the past five years. The research findings underscore a higher level of teaching efficacy, socio-economic security, and a more positive outlook among those who participated in the collaborative practicum and expressed their intent to persist in the teaching profession. These outcomes underscore the vital role of the collaborative practicum model, hinting at its potential to positively influence the retention rate within the teaching profession. Furthermore, it underscores the crucial connection between comprehensive and meaningful training within a collaborative practicum framework and the sustainable professional growth of educators. This robust training approach can potentially secure the continued presence of dedicated and enthusiastic educators in the field over the long term.

Keywords

• practicum
• teacher training
• collaborative model
• academy-class