Border crossing in practicum research: Reframing how we talk about practicum learning

This chapter argues for a 'practicum turn' ' an episode uncovered through qualitative critical and participant oriented inquiry. Based on seven guiding principles of practicum learning that emerged from acting upon empirical data through the critical questions in previous research, this chapter reframes conversations around the practicum in teacher education. New ways to ensure that practicum learning for preservice teachers is meaningful, rigorous, authentic, relevant and connected and not left to chance are uncovered through cross border research in practicum classrooms on three continents and from kindergarten to the final year of schooling. A range of theoretical perspectives is introduced to underpin the substantial critique that goes deep into the practicum classroom. The situated nature of participant research, international perspectives, critical reflection, ideological and societal polity and communities of learners and thinkers provide theoretical points of departure. This recent research in Swedish schools highlights the challenges of defining preservice teacher practicum learning and the different lenses that can be used to identify and engage with the teaching and learning process.