scholarly journals Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience

2017 ◽  
Vol 18 (5) ◽  
pp. 699-712 ◽  
Author(s):  
Katriina Maaranen ◽  
Katariina Stenberg
Keyword(s):  
Student Teachers ◽  
Personal Practical Theories ◽  
Practicum Experience

The Yellow Brick Road to Licensure: Mentoring Student Teachers through the Practicum Experience

Art Education ◽  
2015 ◽  
Vol 68 (4) ◽  
pp. 22-27 ◽  
Author(s):  
Shari L. Savage ◽  
Dennis Cannon ◽  
Justin P. Sutters
Keyword(s):  
Student Teachers ◽  
Practicum Experience

scholarly journals Kurdish EFL Students Teachers’ Practicum Experience: Some Basic Challenges

2019 ◽  
Vol 5 (2) ◽  
pp. 13
Author(s):  
Barham Sattar Abdulrahman
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Basic Education ◽  
Teaching Profession ◽  
University Teaching ◽  
Teaching Staff ◽  
College Of Basic Education ◽  
Practicum Experience ◽  
Basic School ◽  
The University

Abstract—The present study highlights the main challenges faced by EFL student teachers (STs) of the Department of English - College of Basic Education - University of Sulaimani during their teaching practice. To investigate the challenges, a closed-ended questionnaire is designed which consists of 20 items focusing on a variety of relevant issues of practicum experience. The questionnaire is given to 50 EFL STs and the collected data is statistically analyzed. The study hypothesizes that EFL STs might have serious challenges in their teaching at basic schools, which could be related to the lack of motivation of basic school students, shortage of practicum period, supervisors’ evaluation, and lack of teaching technology. These challenges are proved true after the analysis of the data. Based on the conclusions of this current study, it is recommended that Kurdish EFL STs should be familiarized with different aspects of teaching profession. To this end, the university stakeholders should design a specialized program for ST practicum and create a strong link with basic school programs. The conclusions and recommendations could be taken into consideration by the STs, university teaching staff, and basic school principals to overcome the challenges and improve the practicum process. Thus, the study could have potentially significant implications for the senior administrators of the Department of English, College of Basic Education deanery, and the University of Sulaimani presidency for addressing the main challenges of practicum faced by EFL STs.

scholarly journals Practicum in Early Childhood Education: Student Teachers’ Perspective

2021 ◽  
Vol 13 (1Sup1) ◽  
Author(s):  
Daniela Maria Cretu
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Preschool Education ◽  
Initial Teacher Education ◽  
Professional Relationships ◽  
Central Component ◽  
Education Student ◽  
Practicum Experience

Practicum is a central component of initial teacher education programs. Most teacher education studies focus on practicum in primary and secondary school, while the practicum in kindergartens has received less attention in international literature. The goal of this study is to explore student teachers’ perceptions of practicum experience in kindergarten, within the context of an initial teacher education program. A total of 42 final year student teachers enrolled in the Pedagogy of Primary and Preschool Education program at a Romanian university participated in the study. They completed a questionnaire about their final practicum experience in kindergarten, concerning the benefits of the practicum, the difficulties encountered, and the ways of coping with them. The main benefits reported by the participants were: professional relationships, planning and practicing teaching, professional and personal skill development, and insights into the preschool education system. Difficulties included: implementing instruction, class management and self-concerns issues. The student teachers relied on internal resources, but also on external resources (the preschool mentor teachers, the student teacher supervisor and the colleagues) for overcoming the difficulties encountered during practicum. Based on their testimonies, we suggest possible improvements to the teacher education program.

Student teachers’ development as teacher leaders during the practicum experience

2019 ◽  
Vol 12 (5) ◽  
pp. 927-942
Author(s):  
Youmen Chaaban ◽  
Rania Sawalhi
Keyword(s):  
Leadership Development ◽  
Student Teachers ◽  
Teacher Leadership ◽  
Leadership Practices ◽  
Teacher Leaders ◽  
Data Generation ◽  
Government Schools ◽  
Content Type ◽  
Inductive Methods ◽  
Practicum Experience

Purpose The purpose of this paper is to explore the nature of student teachers’ development as teacher leaders during a 12-week practicum experience at Qatari government schools. Design/methodology/approach The investigation involved a qualitative research methodology entailing multiple data generation methods, including pre/post interviews, weekly journals, mid- and post-reflective essays, classroom observations and multiple assignments. Data analysis was carried out using deductive and inductive methods, by adapting the conceptual framework of teacher leadership practices, identity and views, but allowing for new analytical themes to emerge. Findings Upon initiating leadership practices, two pathways to leadership development were revealed, mediated by the presence or absence of supportive factors. Both pathways, however, led to the development of divergent teacher leadership identities and varying views toward teacher leadership. Originality/value The study includes implications for the design of initial teacher preparation programs designed to prepare student teachers as teacher leaders.

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