Aboriginal Post-Interns Views Of Their Rural Teaching-Practicum

Abstract

In this article, two indigenous post-interns, who completed their 16-week extended-teaching practicum sessions in rural schools in one Western Canadian province, assess their school-based internship experiences. They summarize their perspectives in three areas: 1) the elements they perceived as positive during the internship, 2) the challenging aspects they encountered during the four-month period, and 3) advice or suggestions for enhancing future practicum programs that they offer to practicum stakeholders. These views of thet wo-post-interns are compared to the findings from earlier research that similarly examined previous post-interns evaluations of their rural extended-practicum experiences in that region. Similarities and differences between the two sets of findings are discussed and implications are drawn for enhancing rural-based teaching practicums for neophyte teachers.