Teaching Practicum in Pre-Service Teacher Education

Pratiwi, Dwiyani

doi:10.25078/yb.v1i1.1375

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…Improving classroom practice competencies upon observations and reflection was strongly recommended during the teaching practicum to promote experiential learning (Thaba-Nkadimene, 2017). Teaching practicum effectiveness at the same time still managed student teachers' additional focus on placement selection, time allotment, and evaluations (Pratiwi, 2020) of engaging cooperative, reflective, and critical functions in classes. Student teachers' teaching flexibilities had better be promoted by acknowledging the various teaching methodologies.…”

Section: Dotted Linesmentioning

confidence: 99%

Promoting Student Teachers' Teaching Practicum Within Designated Speaking Class

Sumekto

2023

ERJEE

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This study aims at promoting undergraduate student teachers’ teaching practicum that highlights the pedagogical and teaching performance within the designated speaking class. Four senior student teachers participated in five weeks’ teaching practicum through the purposive sampling selection. The method of this study used observation, questionnaire, and teaching practicum documents to facilitate the qualitative analysis in relevance with student teachers’ teaching files, running-methods course, and classroom observations. The core practices of probing pedagogical activities engaged student teachers in intrinsic discussions explicitly and implicitly. The substantial pedagogical matters and their sub-matters were experientially derived from the relevant practicality into the common sense of instruction criteria on planning, implementation, and reflection stages. The discussion substance highlighted daily speaking performance in vocabulary, grammar, pronunciation, fluency, and content among freshmen and sophomores. This study recommends student teachers improve their theoretical and practical teaching methods by accommodating enumeration and sense-making classroom discussion.

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Section: Dotted Linesmentioning

confidence: 99%

Promoting Student Teachers' Teaching Practicum Within Designated Speaking Class

Sumekto

2023

ERJEE

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“…Some studies had been done on teaching practicum on varied perspectives ( e.g., [14][15][16][17][18][19][20]12]), including on the ITP (see [6,10,19,20]). Some studies reported the ITP's significant contributions to teacher candidates' multidimensional and professional skill developments [20,21,6] and challenges during the ITP [10].…”

Section: Introductionmentioning

confidence: 99%

Preservice Teacher Intercultural Experience During International EYL Teaching Practicum

Nurhayati¹

2022

Proceedings of the 9th International Conference on Education Research, and Innovation (ICERI 2021)

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This article describes the intercultural experience of the Dutch preservice English for young learner (EYL) teachers during their international teaching practicum abroad. The focus was to explore the student-teachers intercultural learning target, the support they received, the challenges they faced, and how to deal with them. This descriptive qualitative study involved seven Dutch studentteachers who taught English in an Indonesian elementary school in Indonesia. The data were taken from the student-teachers reflection notes, evaluation sheets, and focus group discussions. The result showed that the student-teachers intercultural learning targets were to get cultural and professional learning experiences. The study showed that the ITP helped them gaining both professional and intercultural learning experiences. The supporting human resources factors were supervising lecturers from the host university, the mentoring teachers at school, and the tutors. The supportive activities were training and consultation sessions before the teaching practicum and feedback provided by supervising lecturers and mentoring teachers. The cultural challenges reported related to school rules/norms, equipment/facilities, teaching-learning process, and the children. They employed strategies and approaches such as creativity, positive mindset, appreciation, and seeking help when they faced problems.

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“…Numerous studies (Smith & Lev-Ari, 2005;Cohen et al, 2013;Castañeda-Trujillo & Aguirre-Hernández, 2018;Pratiwi, 2020) in teacher education have proven the problem strands with inadequate professional knowledge of the classroom, limited time, ways to cope with current difficulties, evaluation of student teachers on practicum, courses at the university program, practicum supervisor, school principals, teaching approaches and interaction with cooperating teachers. However, Mattsson and others (2011) described that the same dissatisfaction with initial teacher education was found over time in different places and curricular and institutional contexts.…”

Section: Problem Statementmentioning

confidence: 99%

“…Initial teacher education programs require their student teachers to get a real teaching experience in a school or a college where they learn how to interact with actual learners during the practicum. The practicum is considered one of the critical elements in student-teacher education (Pratiwi, 2020).…”

Section: The Structure Of the Practicum Context In Teacher Educationmentioning

confidence: 99%

Practicum in Preservice Teacher Education in Myanmar

Chaw

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The study aims to explore how the practicum is implemented in pre-service teacher education in Myanmar, with the goal of improving the quality of the practicum and the university program. Exploratory sequential mixed method design is used to answer the main research questions of (1) What are the main characteristics of practicum in initial teacher education in Myanmar? (2) How do the different actors perceive the practicum in teacher education in Myanmar? The study employs snowball sampling, cluster sampling, and purposive random sampling methods to select participants, and data is collected through documents, focus group interviews, photo-elicitation interviews, participatory interviews, and questionnaires. The study gathered data from various sources, including practicum-related documents (n=19), student teachers (n=340), novice teachers (n=54), and teacher educators (n=4). The findings reveal that practicum within initial teacher education aims to equip student teachers with pedagogical skills in a real environment. The practicum structure is administered by the host university/college. However, the practicum period is shorter than international standards. Despite this, student teachers, novice teachers, and teacher educators have positive perceptions of the practicum period. Student teachers and novice teachers encountered challenges in their early teaching period such as insufficient teaching aids, using student-centered approaches, large class size and student misbehavior problems. Student teachers used six common coping strategies: problem-solving by self, avoidance, giving punishment, adaptation to the situation, seeking professional support, and getting emotional support to solve teaching-learning related problems during the practicum period. They perceive the curriculum content of the university/college as being more theoretical and ineffective in actual classroom situations, highlighting the disparity between theory and practice.Novice teachers also express a need for support or mentoring during their early teaching period. Teacher educators acknowledge the problems of student teachers in practicum but have limited time to support or evaluate their live performance. They also mention the need for more infrastructure and better-defined roles for cooperating teachers and principals to effectively support and evaluate student teachers. Despite the implementation of practicum being well-established in the Myanmar context, challenges arise in areas such as the support system, evaluation, and inadequate practical application of curriculum contents of teacher education programs. The findings of this study contribute to the understanding of the challenges in practicum implementation in iii Myanmar and provide insights for policymakers, teacher education institutions, and practitioners to improve the quality of teacher education programs in the country.

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Teaching Practicum in Pre-Service Teacher Education

Cited by 3 publications

References 9 publications

Promoting Student Teachers' Teaching Practicum Within Designated Speaking Class

Promoting Student Teachers' Teaching Practicum Within Designated Speaking Class

Preservice Teacher Intercultural Experience During International EYL Teaching Practicum

Practicum in Preservice Teacher Education in Myanmar

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