Pre-service teachers’ Perceived Concerns and Benefits during Practicum

Abstract

The study focused on pre-service teachers’ benefits from teaching practice, and the problems they experienced during practicum. Using document analysis method, the data were obtained from their portfolios which included self-evaluation forms, weekly journal entries, and summary reports of their teaching experience. The results indicate that a) teaching practice is a turning point for pre-service teachers, b) it was the practicum opportunity rather than the coordinating teachers’ support that mattered, c) selection of the coordinating teachers was not done effectively, d) longer-service coordinating teachers followed conventional methods, e) the more practical the university courses the less problems the pre-service teachers experienced.