Teaching Practice

Teaching practice in the University Practice School

‘Orientative Teaching Practice’

‘Basic Teaching Practice’
‘Field Practice’
‘Advanced Student Teaching’

General Goals of the Teaching Practice

Teaching practice plays a central role in achieving the general goals of teacher education. The practice periods take
place in different stages of the studies, and they provide a student with a chance to familiarise him/herself with
education, teaching and learning in their different forms as well as discuss the experiences openly and critically with
his/her co-students and supervisors.

The practice experiences build the foundations for a student’s general idea on the teacher’s work. The trainee is
given feedback on his/her actions during the practice and guided to self-assessment in order to make him/her
conscious of the essential features of the teacher’s work.

Teaching Practice Periods

Altogether 16 credits, i.e. approximately 10 % of all studies (1 credit requires approximately 40 hours’ studies) of the
class teacher education consist of teaching practice periods, 11 credits of which are carried out in the University
Practice School. The rest 5 credits are carried out in other schools. ‘Orientative Teaching Practice’ takes place in
municipal comprehensive schools in Savonlinna, whereas ‘Field Practice’ can be completed in any school either in
Finland or abroad.

Teaching practice is a part of subject studies in education, with an exception of ‘In-Training-Student-Teaching’

-period, which is a part of advanced studies in education. Before each practice period the student attends special
seminars on educational subjects related to the practice, and after the completion of the period the experiences are
discussed in feedback seminars.

The practice periods are supervised by both the lecturers in didactics and education and the teachers of the practice
school. In ‘Basic Teaching Practice’ and ‘In-Training Student-Teaching’ -periods the supervising lecturers and
teachers are appointed in advance for each trainee.

During each practice period the trainee collects material concerning the practice in his/her personal practice file. The
essential parts of this material ware then selected and presented to the co-students and supervisors in a seminar. At
the end of the ‘In-Training Student-Teaching’ -period the practice experiences are used as a basis for a portfolio,
which can be used later, for example, when applying for a post.

‘Orientative Teaching Practice’ (2 credits)

‘Orientative Teaching Practice’ is carried out in the municipal comprehensive schools in Savonlinna during the
second half of the first year.
The goals of the ‘Orientative Teaching Practice’ are that the student:

– practices the basic skills needed in a teaching and learning situation (i.e. aims, structure and assessment of a
learning situation, working methods) in respect of different learning abilities of the pupils,
– begins the reflective self-assessment process (learning exercises), and
– familiarises him/herself with the teacher’s entire working field (learning exercises).

Before the ‘Orientative Teaching Practice’ students are expected to have taken the courses ‘Didactics I’ and
‘Psychology of Educational Organisations’. Pupil observation included in the ‘Psychology of Educational
Organisations’ is carried out during this practice period.

The didactic practicum that is a part of the course ‘Didactics 1’ gives insight into the structure of a lesson and its
organising in practice through analysing the teaching events. In addition to studies in education a student begins
studies in the comprehensive school curriculum subjects and topics during the first half of the first year.

The practice consists of a planning period (one week), implementation periods, counselling events at school, the
headmaster’s information and counselling meetings as well as of a practice assessment seminar. In practice,
activities include individual teaching, target-oriented teaching observation, participating in counselling and carrying
out learning exercises. The practice period is supervised by the school’s headmaster and tutored by appointed class
teachers at the practice schools.

Practice and learning exercise report are graded as follows: passed / to be supplemented / failed.

‘Basic Teaching Practice’

The first part of the ‘Basic Teaching Practice’ is carried out in the University Practice School during the second half of
the second year. The goals of the ‘Basic Teaching Practice’ are that the student:

– familiarises him/herself with teaching in two of the comprehensive school curriculum subjects,
– learns to evaluate his/her personal development as a teacher and internalises the reflective way of thinking, for
example with the help of certain exercise material,
– familiarises him/herself with formulating the goals of teaching and learning, as well as with different methods of
teaching, and
– learns to analyse all aspects of the teacher’s work, for example through certain
learning exercises.

The first part of the ‘Basic Teaching Practice’ is preceded by and integrated with basic studies in education as well as
varying studies in the curriculum subjects in accordance with an individual practice plan.

The curriculum for the first half of the second year includes e.g. a course in ‘Cognitive Structures and Processes in
Learning’. During the second half students attend e.g. the following courses: ‘Basic Course in Special Education’,
‘Primary Education’, ‘Ethics and Teacher’s work’ and ‘Social Psychology of Education’. ‘Social Psychology of
Education’ includes some learning exercises that are carried out during the practice period and discussed later in a
seminar.

The first part of the ‘Basic Teaching Practice’ is carried out mainly in pairs. The practice consists of both individual
and simultaneous teaching, target-oriented teaching observation and familiarising oneself with teaching technology,
special education in the practice school and the school’s club activities as well as carrying out the given learning
exercises.

The practice period is supervised by the lecturers in didactics and education as well as by the teachers of the practice
school.

The practice and learning exercise reports are graded as follows: passed – to be supplemented – failed.

‘Basic Teaching Practice’, 2nd part (2 credits)

The second part of the ‘Basic Teaching Practice’ is carried out in the University Practice School during the first half of
the fourth year. ‘Basic Teaching Practice’ includes:

– at first, teaching practice in two curriculum subjects; later,

– practising the whole teacher’s day with special reference to primary instruction in mother tongue as well as
streaming and integration of instruction, and
– familiarising oneself with the educational goals for the training class and carrying them out in practice.

Special attention is paid to familiarity with the pupils and planning of teaching entities (periods).

The second part of the ‘Basic Teaching Practice’ is preceded by and integrated with ‘Didactics 2’ and minor subject
studies.

The practice includes activities as in the first part of the ‘Basic Teaching Practice’. In the second part, students also
prepare an integrated plan for the teaching period. A self-assessment report is written on the basis of the provided
material.

The practice is supervised by the lecturers in didactics and education as well as by the teachers of the practice
school.

Practice is graded as follows: passed / to be supplemented / failed.

‘Advanced Student Teaching’ (4 credits)

‘Advanced Student Teaching’ is carried out in the University Practice School during the first and second halves of the
fourth year as two teaching periods.

In ‘Advanced Student Teaching’ special emphasis is put on enhancing the trainees’ own teacherhood and better
understanding of a school as a functioning whole. Counselling and self-assessment are based on, for example, the
objectives mentioned below.

The goals of the ‘Advanced Student Teaching’ include:

– independent practice in all aspects of the teacher’s work together with other trainees,
– practising and implementation of reflective teaching, and
– familiarising oneself with a school community and its operations as an
organisation.
During the fourth year students take advanced studies in education as well as some minor studies. Exercises on the
working community that are part of the third year course ‘Psychology of Educational Organisations’ are
complemented during this practice.

In both teaching periods students give 25 – 30 lessons and carry out other duties of a class teacher. Practice is
carried out particularly in those subjects in which the university have specialised lecturers in didactics.

During the practice students prepare a plan of action for the training class together with other trainees in that class.

In addition to comprehensive practice of the teacher’s work, students write an essay with self-assessment on their
practice.

During their practice, students draw up a sample portfolio that is based on a working portfolio. The sample portfolio is
then presented to other teacher trainees in the class as well as to the supervisors.

The practice is supervised by lecturers in didactics and education as well as by the teachers of the practice school.

Practice is graded as follows: passed / to be supplemented / failed.

What do MT Teacher Candidates say about their school-based experiences?  Practicum is...

...an interesting and valuable experience for TC’s to experiment, learn, make mistakes and really find your
calling as a teacher. 
 
...a window of insight into the future teacher I will be. This is both empowering and nerve-wracking at the
same time! It’s empowering because it reminds me of the difference I’m making in students’ lives.
 
..not just about the academics.  In practicum it’s about the relationships with students that they will
remember, and it’s about the growth and development of the whole learner. 
 
...the most valuable type of learning. How we build our own voice as a teacher and as a mentor.
 
...just so amazing!
 
...when you learn so much about students and you also learn how you function in certain situations.
 
...a chance to experiment and try new things.   Amazing! A chance to figure out who you are as a teacher.
 
...a way to put everything we’ve learned at OISE into practice.  An incredibly intense but incredibly
rewarding experience!
 
Practicum is an important and highly valued component of the
MT program!  Becoming a certified teacher in the province of
Ontario requires the successful completion of practicum.
Teacher Candidates in the MT program complete 2 blocks of
practicum each year in MT partner schools.  These school-based
experiences are referred to as 1) Observation Days and
2) Practicum. 

Observation Days involve being in your placement classroom

for 2-3 days prior to the beginning of the 4-week practicum.
Observation Days are part of the MT schedule, and usually take
place in the 2- 3 weeks prior the the beginning of each
practicum.  During Observation Days, TCs have the opportunity
to observe their Associate Teacher and get to know the students
and the program.
Practicum is an evaluated 4-week full-time experience in a classroom
with an Associate Teacher.  During practicum, TCs will be involved in a
wide-range of activities including observing the Associate Teacher,
teaching the whole class, working with small groups of students, and
working one-on-one with a pupil. Associate Teachers inform and assess
the Teacher Candidate in all aspects of their practicum work: planning,
teaching, assessment, classroom management, etc.  During practicum,
TCs observe their Associate Teachers and gradually increase their
teaching responsibilities.  They begin with just a few lessons and ease
into fuller responsibilities over the 4-week placement.  (Additional details
can be found at Weekly Expectations.) As part of the assessment and
evaluation of the practicum, Associate Teachers complete a Summative
Evaluation. (Additional details at can be found at Assessment &
Evaluation.)
Placement Process:  Each Teacher Candidate is assigned an MT
Practicum Coordinator.  The Practicum Coordinators are solely
responsible for ALL aspects of the placement process, including
identifying possible partner schools, contacting schools, speaking with
school administrators and teachers, and arranging a placement for each
TC. TCs must not have conversations with schools about being a partner
with the MT program, as there are many factors which might inhibit the MT program from being able to
follow up with a school (e.g., a school might be involved with another teacher education program, a school
may be part of a board that employs a centralized placement process, or there may be other reasons related
to internal or board-based protocol).

The MT Practicum Handbook and the information on this website (see links on far left) provide many
additional details about the the MT practicum.  For further inquiries or questions, please email
mtpracticum@utoronto.ca.