
The study examined the effectiveness of using cognitive apprenticeship (CA) as a teaching method in a year-long early childhood practicum. It involved 20 junior-year practicum students and two cooperating teachers. Data was collected through interviews, focus groups, and observations. The findings revealed that the CA approach supported teaching and learning in the practicum setting. This was achieved through intentional support for shared practice among participants, a gradual release of support from the cooperating teachers, and a strong emphasis on relationships and collaboration within the practicum community. However, there is a lack of research on using this approach in early childhood practicum settings, indicating a need for further exploration in this area.
Like
Save
Share