The CATESOL Journal

In their 1970 guidelines for teacher-preparation programs (TPPs), TESOL’s founders promoted practicum experiences that include “systematic directed observation, supervised teaching practice and progressive teaching responsibilities.” TPPs with field experiences as centerpieces of their programs have been more effective in meeting the increasing demands teacher educators and their trainees face in today’s performance-assessment and accountability-driven environment. Alternatives to traditional practicum structures that are more learner centered and grounded in practice provide a panoply of possibilities for those who structure TESOL preparation programs. Refashioning the practicum in ways that promote and sharpen teacher-learners’ attending skills and their desire to reflect deeply and systematically on practice is the framework used here to consider the selection of innovative ideas TESOL and other teacher educators are using to strengthen their TPPs. Reorienting such programs so that theory is driven by authentic classroom experiences would align with the intent of TESOL’s founders.