The Value of an Internship Program for Beginning Teachers

Teacher education policy around the world is being challenged and changed, and the nature of teaching, learning, and learning to teach is being reassessed. A central element of the reforms is a focus on school-based preparation, including the use of internships. This article reports evaluation findings from a comprehensive internship program in Alberta, Canada, as a basis for assessing the value of internships for beginning teachers. Findings from nearly 6,000 respondents focus on the value of internships, supervision of interns, and policy development. The utility of various internship activities, such as skill development and formative reflection, is assessed. On the basis of these findings, recommendations for policy development are presented and potential impediments discussed.