CROSSING THE BRIDGE: PRACTICUM, TRANSFORMATIVE LEARNING, AND CURRICULUM REALITIES IN EARLY CHILDHOOD EDUCATION

Abstract

Practicum is frequently characterised as the passage that bridges theoretical knowledge with practical application. For student-teachers in early childhood education, this journey transcends mere skill acquisition; it constitutes a transformative journey wherein personal beliefs, professional values, and teaching identities undergo profound redefinition. This paper investigates how practicum experiences cultivate transformative learning through experiential application, collaborative mentorship, and the evolution of teacher identity. Drawing upon Mezirow’s Transformative Learning Theory, alongside Fullan’s Change Theory, Rogan & Grayson’s Framework, and Ajzen’s Theory of Planned Behaviour, the study conceptualises practicum as both a rite of passage and a context where the realities of national curricula intersect with personal metamorphosis. Findings from the literature reveal that while practicum placements present challenges, they simultaneously promote critical reflection, peer collaboration, and substantial professional growth. Mentorship emerges as a pivotal element in shaping student-teachers' confidence and adaptive pedagogical practices. Reflective engagement facilitates the reassessment of assumptions and values, fostering a more open-minded and enlightened outlook. This paper contends that practicum should not merely be regarded as a requisite, but rather as a rite of passage a process of becoming. By integrating mentorship, structured reflection, and supportive placements, teacher education programmes can nurture educators who are not only proficient but also empathetic, adaptive, and ethically grounded.