STUDENT TEACHERS PERCEPTION TOWARDS TEACHING PRACTICUM PROGRAMME

2014 ◽  
Vol 2 (10) ◽  
pp. 121-130
Author(s):  
NORMAH YUSOF ◽  
AKMAH YUSOF ◽  
AZAHARI B MD ALI ◽  
CHE MOHD NAZRIN B CHE MOHD YUSOFF ◽  
MOHD NUR SHAFIQ B MOHD FARZA ◽  
...  
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
School Environment ◽  
Qualitative Methodology ◽  
Teaching Experience ◽  
Classroom Teachers ◽  
Teaching Practicum ◽  
And Linguistics

One of the requirements to qualify as a teacher is to undergo a teaching practicum during which one gains teaching experience. This practicum is considered as the most significant way in helping student teachers to become effective classroom teachers. This study investigates UniSZA student teachers perception towards teaching practicum and the challenges encountered by them. 45 Diploma in Teaching of English (TESL) Semester 5 students at the Faculty of Languages and Linguistics (FLL), Universiti Sultan Zainal Abidin (UniSZA) were chosen as respondents. The research employed qualitative methodology with questionnaire administered to examine the respondent’s answer for every question asked. The findings indicated that the student teachers have different perception and expectation regarding teaching practicum but most of them looked forward to it. The result of this study also highlighted two prominent challenges encountered by the student teachers that were to adapt with the school environment and the classroom management. Findings of this study would provide a deeper understanding on the Teaching Practicum organized by the Faculty of Languages and Communication.

The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

1988 ◽  
Vol 8 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Andrew C. Taggart
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

scholarly journals Quality of Practice Teaching Assignments as Experienced by Students Teachers of Silliman University

2019 ◽  
Vol 2 (1) ◽  
pp. 53-67
Author(s):  
Batchiba R. Lacdo-o
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Data Gathering ◽  
Teaching Experience ◽  
Teacher Assessment ◽  
Rank Test ◽  
Elementary And Secondary Education ◽  
Significant Difference ◽  
Practice Teaching

This paper compared on-campus and off-campus practice teaching experience of 49 baccalaureate students in Elementary and Secondary Education of Silliman University College of Education. A self-administered questionnaire, the revised Student Teacher Assessment on the Silliman University Student Teaching Program, was the main data gathering instrument used. The Wilcoxon Matched-Pairs Rank Test showed that there was no significant difference in the student teachers’ ratings of their on-campus and off-campus experiences.  The same findings were noted on the challenges they have encountered and the recommendations they have posited, namely: classroom management and mentors’ support and relationship.  Further, the findings revealed that classroom management and mentors’ support and relationship were their top two challenges.  The student teachers strongly recommended that support for student teaching be improved especially in terms of mentors’ support and scheduling.  In addition, they strongly recommended that they are pre-observed by their supervisors before their final student teaching demonstration. 

scholarly journals Challenges in Practicum: Views and Perceptions of EFL Pre-service Teachers towards Field Experience Skills in Real Classrooms

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Hayat Rasheed H. Alamri
Keyword(s):  
School Environment ◽  
School Setting ◽  
Teaching Experience ◽  
Research Problem ◽  
Classroom Teaching ◽  
Teaching Experiences ◽  
Teaching Practicum ◽  
Qualitative Research Design ◽  
Quantitative And Qualitative Research ◽  
Views And Perceptions

The purpose of this classroom action research was to investigate the perceptions of English as a Foreign Language (EFL) pre-service teachers towards the challenges they face in teaching experience during the practicum period. The participants were 35 Saudi EFL female pre-service teachers in the Educational Diploma Program (EDP) attending Teaching Practicum (1) Course in Taibah University, Saudi Arabia. A mixed method, which contains both quantitative and qualitative research design, was used to collect data. Research instruments comprised a perception opinionnaire designed to measure the perceptions of EFL pre-service teachers towards the challenges they face in teaching experience during the practicum. The results showed that EFL pre-service teachers considered the observation period during the Teaching Practicum (1) Course between moderately and extremely beneficial. The results of the perceptions of EFL pre-service teachers regarding classroom-teaching skills were between highly and moderately to low challenging. Additionally, their skills related to school environment indicated less challenging than skills related to classroom teaching experiences. The results of the open-ended question were divided into three meaningful and thoughtful categories to add much depth and understanding of the research problem. Some recommendations based on the results were derived. For example, EFL pre-service teachers needed further development in teaching experiences and skills related to classrooms and school setting. Furthermore, meetings, workshops, and/or small discussion sessions need to be conducted between all the stakeholders in the practicum to explore problems and anticipate possible solutions.

EVALUATION OF THE PRESCHOOL TEACHING PRACTICE I-II COURSE ACCORDING TO THE VIEWS OF THE PRACTICE TEACHERS AND THE STUDENT TEACHERS

2021 ◽  
Vol 6 (11) ◽  
pp. 1-20
Author(s):  
Semanur KADAKAL ◽  
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teaching Practice ◽  
Preschool Education ◽  
Teaching Experience ◽  
Teacher Candidate ◽  
Teaching Profession ◽  
Snowball Sampling ◽  
Practice Teacher

It is stated that one of the most important stages in the training of a teacher is that teacher candidates gain practical teaching experience in schools (Ünlüönen & Boylu, 2007). Together with the lecturers in the faculty, the people who will contribute to the training of the teacher candidate and guide the teacher candidate in the school dimension of the process, namely the application part, are the practice teachers. MoNE defines the practice teacher as "the teacher who has a teaching formation in the practice school, selected from among the experienced teachers, guides and counsels the teacher candidate in gaining the behaviors required by the teaching profession". Practice teachers should be open to collaboration, willing to introduce teaching-learning processes, and sharing (Coşkun & Yalın Uçar, 2012). Since the application students gained their first professional experience under the guidance of the practice within the scope of the Teaching Practice course, the practice teacher should understand the importance of this process and know his responsibility. Teacher candidates find the opportunity to apply the knowledge they have acquired at the end of their 4-year undergraduate education in a real environment for the first time. Based on these points, the aim of this study is to evaluate the opinions of preschool student teachers studying at the same university and practice teachers about their practices in preschool education institutions within the scope of the "Teaching Practice I-II" course. This research was carried out to determine the opinions of 10 pre-school teachers working in 5 state kindergartens randomly selected from Küçükçekmece, Bakırköy and Ataköy districts of Istanbul province and 10 preschool stundent teachers studying at a foundation university in Istanbul on Teaching Practice I-II courses. Within the scope of the research, two data collection tools, "Teacher Interview Form" and "Student Interview Form", were used. The teachers and student teachers were determined by using the "snowball sampling" method. In the research, semi-structured interviews were conducted with a total of 20 people, including 10 preschool student teachers and 10 practice teachers. While the student teachers found the education they received at the university as theoretical and they could not implement activities that might interest children in the classroom, the practice teachers stated that the presence of teacher candidates in their classrooms provided an advantage especially in terms of supporting them in art activities, but they did not find their classroom management dominance sufficient. While the student teachers found their communication with them good, they stated that the student teachers should improve themselves in the activity implementation processes.

scholarly journals A NARRATIVE INQUIRY OF STUDENTS TEACHERS IDENTITY CONSTRUCTION THROUGH TEACHING PRACTICUM: VOICES FROM SECONDARY SCHOOL CLASSROOM IN INDONESIA

2020 ◽  
Vol 4 (2) ◽  
pp. 39-51
Author(s):  
Devi Apriliani
Keyword(s):  
Secondary School ◽  
Narrative Inquiry ◽  
Student Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Teaching Experience ◽  
Professional Identities ◽  
Teaching Practicum ◽  
Reflective Journals ◽  
School Classroom

This study aims to explore the student teachers’ experience while conduct teaching practicum. The study identified how three student teachers construct their teacher identity and explore the proper way that they do to manage the classroom in the placement school. I examined the narratives from three student teachers by sharing stories of their teaching practicum in a secondary school in Indonesia for about a month. This study uses in-depth online interviews, reflective journals, and photovoice to collect the data. The results suggest that teaching practicum can be a way to construct student teachers’ professional identities and lead them to deal with the situation in the classroom during the teaching practicum. Moreover, preceding teaching experience and good relationships with members of the school are essential to carry them out from teaching practicum.

scholarly journals An Investigation of Student Teachers' Anxiety Related to the Teaching Practicum

2020 ◽  
Vol 5 (1) ◽  
pp. 15-20
Author(s):  
Dila Charisma ◽  
Puteri Nurmalasari
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Positive Thinking ◽  
Case Study Approach ◽  
Teaching Practicum ◽  
Study Approach ◽  
Self Confidence ◽  
Key Words Anxiety ◽  
Weekly Journal

This study aims at investigating the student teachers’ anxiety related to the teaching practicum as well as the factors that contribute anxiety during teaching practicum, and exploring the student teachers’ strategies in overcoming their anxiety during teaching practicum. Qualitative research with a case study approach employed in this study. STKIP Invada Cirebon was chosen as the site and English student teachers were the participants of this study who did teaching practicum at SMK RISE Kota Cirebon, while the data were collected through interview and weekly journal. This study discover that students teachers’ anxiety related to the teaching is situation-specific anxiety, and the factors contribute anxiety can be grouped into six categories: being not familiar with the situations in the classroom, being observed by mentor or supervisor, incompetence in teaching, not match with expectations, less English proficiency, and classroom management. So that this study also identifies six categories of coping strategies employed by student teachers: adaptation, preparation, build a good relationship with the mentor and the students, self confidence, positive thinking, and keep calm and enjoy it. The findings of this study give insight for supervisor university, mentor, and student teachers about anxiety may arise during teaching practicum. Key words: Anxiety; Student Teachers’ Anxiety; Teaching Practicum; Cause of Anxiety; Strategies in Overcoming Anxiety.

scholarly journals The intervention of online teaching practicum to teachers’ sense of self-efficacy

2021 ◽  
Vol 10 (37) ◽  
pp. 190-201
Author(s):  
Suleyman Celik
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Student Teachers ◽  
Instructional Strategies ◽  
Mixed Method ◽  
Self Efficacy ◽  
Online Teaching ◽  
Sense Of Self ◽  
Structured Interview ◽  
Teaching Practicum

The purpose of this explanatory mixed method study was to investigate the effect of Online Based (OB) and Field Based (FB) teaching practicum experience on student teacher (ST)s’ sense of self efficacy levels in instructional strategies, student engagement and classroom management within the Faculty of Education at a private university in Erbil, Iraq. An explanatory mixed method was designed with two treatment groups. Both groups were administrated the Teacher Sense of Self-Efficacy Scale (TSES) theorized by Tschannen-Moran and Hoy (1998) . Since the results of the survey was different from what is being expected, a semi structured interview was held with a ST from each department. Results from the t-test demonstrated that the OB group (OBG) students demonstrated a very high-level sense of self-efficacy in terms of instructional strategies, student engagement and classroom management. However, after the interview it was figured out that the FB group (FBG) students improved their self-efficacy in the authentic school environment. This study demonstrated the importance of continuous, appropriate and authentic challenges in eventually establishing a stable sense of self-efficacy among student teachers.

DDP EFL Student Teachers’ Perceptions About the Qualities of a Professional Teacher

2017 ◽  
Vol 9 (1) ◽  
pp. 101
Author(s):  
Melike Bekereci
Keyword(s):  
Study Abroad ◽  
Classroom Management ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teaching Experience ◽  
The United States ◽  
Human Beings ◽  
Local Practice ◽  
Professional Teacher ◽  
Practice Teaching

This study explores how EFL student teachers of an undergraduate dual diploma program describe the qualities of a professional teacher after spending a year in their partner university in the United States, and after experiencing international and local practice teaching contexts. As a case study, the data were obtained through in-depth interviews, student teachers’ observation journals, and a survey. The interviews were audio-recorded and transcribed verbatim. In addition, student teachers’ observation journals were gathered on a weekly basis. As a supplementary tool, International Survey (TALIS) was administered to all participants. The collected data suggested that study abroad and international short-term fieldwork experience made contributions to their perceptions about the ideal teacher thanks to broadening their worldviews about multiculturalism and diversity, and improving their personal skills, including human relation and communication skills. As a result of these experiences, the prospective teachers re-shaped their perceptions and attributed new features indicating interpersonal skills to the image of a professional teacher. The study also revealed that after returning to Turkey and completing Practice Teaching course in one of the cooperating schools, their perceptions were re-shaped again under the influence of experiencing a real teaching context with the same students for a long time. They indicated that while international fieldwork and study abroad experience showed them being fluent in English, patient, eager to raise human beings, and being able to address individual differences in a classroom, thanks to local practice teaching experience, they added new features to them, including love of teaching, motivating students for life-long learning, being a facilitator to help them find their own path, attending to the learner, getting along with students within the framework of respect, kindness and temperateness, dealing with disruptive behaviors and accomplishing classroom management by developing techniques to create a safe and pleasant learning environment for students.

scholarly journals Pre-service Teacher Training Programs in the Philippines: The Student-teachers Practicum Teaching Experience

EFL Journal ◽  
2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Mark Bedoya Ulla
Keyword(s):  
Teacher Training ◽  
Classroom Management ◽  
Student Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Private University ◽  
The Philippines ◽  
Teaching Resources ◽  
Teacher Training Programs ◽  
Pre Service Teacher

Pre-service teacher training is one of the most important aspects of every teacher’s education curriculum as it prepares student-teachers to become qualified teachers in the future. This paper explored the pre-service teacher training programs in the Philippines through the practicum experience of the 21 junior and senior BSEd and BA English student-teachers from a private university in Mindanao, Philippines. Data were taken from classroom observations, group interview, and modified questionnaire. The findings revealed that there was a different standard policy of pre-service teacher training programs for BSEd and BA English. While BSEd-English concentrated on developing professional teachers for secondary schools, BA-English focused on developing not just teachers but professionals with exceptional communication skills. The student-teachers also reported some challenges in practicum teaching; classroom management, teaching confidence, and lack of teaching resources. Some solutions to overcome the challenges were suggested.

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