Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar

Abstract

Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.

Myanmar’s Initial Teacher Education Reform: Efforts Made by Universities of Education

“…Collaboration means that formal communication regarding the practicum arrangement is sent to school leaders by the University. Futhermore, in addition to student teachers, headmasters and the teachers, mainly the subject deans from school placement also take part in the practicum, playing the role of the so-called mentor teachers (Chaw & Kopp, 2021). Thee assessment issues of both teaching practices will be discussed in the delivery section.…”

Connecting Theory and Practice in Teacher Education: Issues and Challenges

“…The teaching practice is done at the end of the fourth and sixth semester. Before school teaching they learn to conduct lesson study, peer group teaching, participate in school visit and observe the classroom and prepare lesson plans (Chaw & Kopp, 2021). It is the same as TU of Nepal.…”

“…The study found that the schools with the help of trainee teachers conducted cocurricular activities, school donation ceremonies, helping in administration work and leading debate, essay writing competition and correction of students' answer books during the teaching practice time. Under co-curricular activities, they taught music, dancing, physical exercise and the art of housework (Chaw & Kopp, 2021). They focused mainly on co-curricular activities than textbook teaching.…”

Is Face-to-Face Scrambled Teaching Practice Supervision Effective Amidst Natural Disasters and Pandemics? The Teaching Practice Students’ Perspectives

“…Supervisors who bypassed pre-conferencing worsened the negative emotions. Previous research indicates that supervisors’ unfriendliness stresses out students (Chaw & Kopp, 2021; Rosemary et al, 2013). Marais and Meier indicate that student teachers’ stress is compounded by the multiple roles they play simultaneously before their supervisors and learners (Marais & Meier, 2004); afraid of and stressed by non-specialists because they were strangers to the content, methodology, and the student (Kaunitz et al, 1986 ; Witt et al, 2022).…”