The present study assesses teaching competence for TESOL practicum at two periods: before (pre-survey stage) and after (post-survey stage) Vietnamese EFL students teachers participated in teaching practicum. With reference to Chong and Cheah, a questionnaire was constructed, and the items were divided into three specific categories: knowledge, skills, and attitudes. Quantitative findings from the item responses were analyzed using descriptive statistics, correlation matrix, and multiple regression analysis. For further interpretation, a qualitative analysis was also conducted, and the data for this analysis was collected from voluntary submission of reflection writing about teaching practicum from participants. Overall, the present study highlights key aspects in teaching practicum, and these aspects reflect constant struggle of student teachers in the early stage of teaching career. Some implications are to be discussed with regards to the findings of the study.
The effects of burnout caused by teaching practicum on the intention to change teaching career path among PE major students: Moderating effect of active motivation based on affect infusion model
