Exploring Challenges to the Prospective Teachers During the Process of Practicum at University of Loralai
DOI:
https://doi.org/10.58329/cpe.v1i1.100Abstract
Abstract Views: 55
The study “exploring challenges to the prospective teachers during the process of practicum at University of Loralai” was conducted to explore the challenges of planning and implementation in the process of practicum of BS students in University of Loralai and to explore the practices and strategies (applied/ will be applied) by BS students in the process of planning and implementation of practicum in University of Loralai. Out of the total population (152 students) for the seven semi structured interviews students will be selected as i.e. one high achiever from each class of BS (3rd,4th, 7th and 8th ) as well as B.Ed 1.5 (3rd semester) and 2.5(4th and 5th) will be selected. Based on findings it was concluded that Majority of the respondents were of the opinion that lack of expertise in developing a lesson plan is a challenge for students. Most of the students have time constraints. Maximum number of participants faces lack of cooperating school, lack of cooperating school principal and cooperating teacher, unavailability of educational supervisor and program preparation procedures, lack of academic preparation, problem associated with personality, challenges concerned with social relationship, weakness in use of external sources of information, weakness in use of effective educational aids, mistreatment of the school management, sense of isolation and lack of belonging to the school, limited understanding of the subject matter, lack of cultural awareness to understanding it.
Keywords:
Teaching Practicum, Lesson Plan, Cooperating Teacher, Educational Aids
References
Abdullah, R., Ghufron, M. A., Puspitasari, Y., & Ahmad, N. (2020). Perspectives on mentoring support during teaching practicum in local & International settings. International Journal of Learning, Teaching and Educational Research, 19(5), 336-351. https://doi.org/10.26803/ijlter.19.5.21
Adam, M., Bekoe, S. O., & Poatob, S. (2018). Formative Assessment in the Social Studies Classroom: How Senior High School (SHS) Teachers in Ghana Actualise It. European Journal of Training and Development Studies, 5(1), 4-23.
Ali, M. S., Othman, A. J., &Karim, A. F. A. (2018). Issues and concerns faced by undergraduate language student teachers during teaching practicum experiences. MOJES: Malaysian Online Journal of Educational Sciences, 2(3), 22-30. https://ejournal.um.edu.my/index.php/MOJES/article/view/12837/8231
Allen, J. M. (2011). Stakeholders’ perspectives of the nature and role of assessment during practicum. Teaching and Teacher Education, 27(4), 742-750. https://doi.org/10.1016/j.tate.2010.12.004
Amor Barros-Del Río, M., Mediavilla-Martínez, B., López Nozal, C., & Catarino, F. (2020). Lesson plan an interactive digital notepad to upgrade foreign language teacher education during practicum. Teaching English with Technology, 20(4), 105-111.
Andre, T., & Thieman, A. (1988). Level of adjunct question, type of feedback, and learning concepts by reading. Contemporary Educational Psychology, 13(3), 296-307. https://doi.org/10.1016/0361-476x(88)90028-8
Armutcu, N., & Yaman, S. (2010). ELT pre-service teachers’ teacher reflection through practicum. Procedia - Social and Behavioral Sciences, 3, 28-35. https://doi.org/10.1016/j.sbspro.2010.07.009
Arribas Arévalo, B. (2010). La retroalimentación como herramienta para la mejora de la práctica docente [Master’s thesis]. Universidad Antonio de Nebrija, Madrid, España.
Ávila Luna, P. (2009). La importancia de la retroalimentación en los procesos de evaluación [Master’s thesis]. Universidad del Valle de México, Querétaro, México.
Azeem, M. (2011).Problems of Prospective Teachers during Teaching Practice. Academic Research International, 1(2), 308-316. http://savap.org.pk/journals/ARInt./Vol.1(2)/2011(1.2-32).pdf
Bailey, K. M. (2006). Language teacher supervision: A Case-Based Approach. Cambridge University Press.
Berg, D. A. G., & Smith, L. F. (2018). The effect of school-based experience on preservice teachers’ self-efficacy beliefs. Issues in Educational Research, 28(3), 530–544. https://www.iier.org.au/iier28/berg.pdf
Bichi, A. A., & Musa, A. (2017). Evaluating the Effectiveness of Teaching Practice: Experience of Northwest University, Kano-Nigeria. International Journal for Social Studies, 3(1), 104-112. https://doi.org/10.26643/ijss.v3i1.6548
Borg, S. (2006a). Teacher cognition and language education: Research and Practice. Continuum.
Brandt, C. (2008). Integrating feedback and reflection in teacher preparation. ELT Journal, 62(1), 37–46. https://doi.org/10.1093/elt/ccm076
Britzman, D. (2003). Practice makes practice: A critical study of learning to teach. N.Y.: State University of New York Press.
Brookhart, S. M. (2017). How to give Effective Feedback to your Students, Second edition. ASCD.
Brown, P. D. & Brown N. R. (1990). Effective Teaching Practice. Stanley Thornes, England.
Bryman, A. (2004). Social research methods (2nd ed.). Oxford: Oxford University Press.
Calder, I., Faire, M., & Schon, P. (1993). The teaching practice experience. The perspectives of supervising lecturers, Occasional paper no. 1. Professional Studies Department, University of Waikato.
Capello, S. (2020). Tensions in the preparation of University supervisors: Dual perspectives from supervisors and administrators. Journal of Educational Supervision, 3(1), 18-35. https://doi.org/10.31045/jes.3.1.3
Castañeda-Trujillo, J. E., & Aguirre-Hernández, A. J. (2018). Pre-service English teachers’ voices about the teaching practicum. HOW, 25(1), 156-173. https://doi.org/10.19183/how.25.1.420
Charisma, D., & Nurmalasari, P. (2020). An investigation of student teachers' anxiety related to the teaching practicum. ELLITE: Journal of English Language, Literature, and Teaching, 5(1), 15-20. https://doi.org/10.32528/ellite.v5i1.3205
Choy, D., Wong, A. F. L., Goh, K., & Low, E. L. (2013). Practicum experience: Pre-service teachers’ self-perception of their professional growth. Innovations in Education and Teaching International, 51(5), 472–482. https://doi.org/10.1080/14703297.2013.791552
Clariana, R. B., Ross, S. M., & Morrison, G. R. (1991). The effects of different feedback strategies using computer-administered multiple-choice questions as instruction. Educational Technology Research and Development, 39(2), 5-17. https://doi.org/10.1007/bf02298149
Clarke, A. (1995). Professional development in practicum settings: Reflective practice under scrutiny. Teaching and Teacher Education, 11(3), 243-261. https://doi.org/10.1016/0742-051x(94)00028-5
Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education, 42(2), 104-118. https://doi.org/10.1177/002248719104200204
Copland, F. (2010). Causes of tension in post-observation feedback in pre-service teacher training: An alternative view. Teaching and Teacher Education, 26(3), 466-472. https://doi.org/10.1016/j.tate.2009.06.001
Creswell, J. W. (1994). Research design: Qualitative, quantitative, and mixed methods approaches. U.S.: Sage Publications.
Crookes, G. (2003). A practicum in TESOL: Professional development through teaching practice. New York: Cambridge University Press.
Botes, A. (1997). Research at Grass Roots: A Primer for the caring professions. Health Sa Gesondheid, 2(3), 40. https://doi.org/10.4102/hsag.v2i3.337
Dewey, J. (1938). Experience and education. New York: Macmillan/Collier Books.
Dobbins, R. (1996). Student teacher self-esteem in the practicum. Australian Journal of Teacher Education, 21(2). https://doi.org/10.14221/ajte.1996v21n2.2
Dörnyei, Z. (2007). Research methods in Applied Linguistics. Oxford: Oxford
Eksi, G. Y., & Yakisik, B. Y. (2016). To be anxious or not: Student teachers in the practicum. Universal Journal of Educational Research, 4(6), 1332-1339. https://doi.org/10.13189/ujer.2016.040610
Elliot, I. (1991). Action research for educational change. McGraw-Hill Education (UK).
Fairbanks, C.M.. Freedman. D. & Kahn, C. (2000). The Role of Effective Mentors in Learning to Teach. Journal of Teacher Education, 51(2), 102-112. https://doi.org/10.1177/002248710005100204
Farr, F. (2011). The discourse of teaching practice feedback: A corpus based investigation of spoken and written modes. New York: Routledge.
Farrell, T. S. C. (2008). `Here’s the book, go teach the class’. RELC Journal, 39(2), 226–241. https://doi.org/10.1177/0033688208092186
Ferguson, P. (2011). Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education, 36(1), 51–62. https://doi.org/10.1080/02602930903197883
Ferrier-Kerr, J. (2009). Establishing professional relationships in practicum settings. Teaching and Teacher Education, 25(6), 790–797. https://doi.org/10.1016/j.tate.2009.01.001
Freeman, D. (1982). Observing teachers: Three approaches to in-service training and development. TESOL Quarterly, 16(1), 21. https://doi.org/10.2307/3586560
Frimpong, F. (2016). Supervision of Teaching Practice as Experienced by Students, Teachers, and College Tutors: the case of Offinso College of Education, Ghana [Doctoral dissertation].
Fullan, M. (1993). Change forces: Probing the depths of educational reforms. Lindon: The Falmer press.
Furlong, J., Barton, L., Miles, S., Whiting, C., & Whitty, G. (2000). Teacher education in transition: Reforming professionalism. Buckingham: Open University Press.
Glavačević, A. (2018). Novice teachers’ strategies in overcoming classroom management anxiety [Doctoral dissertation].
Goh, P. S. C., & Matthews, B. (2011). Listening to the concerns of student teachers in Malaysia during teaching practice. Australian Journal of Teacher Education, 36(3). https://doi.org/10.14221/ajte.2011v36n3.2
González Ramírez, A. C. (2013). Student-Teachers’ Perception of Feedback Sessions. Revista De Lenguas Modernas, (17). Recuperado a partir de https://revistas.ucr.ac.cr/index.php/rlm/article/view/12668
Gorard, S. (2004). Quantitative methods in social science research. Australia: Continuum International.
Haigh, M., & Ward, G. (2004). Problematising practicum relationships: Questioning the ‘Taken for granted’. Australian Journal of Education, 48(2), 134-148. https://doi.org/10.1177/000494410404800204
Hamilton‐Ekeke, J. (2016). EVALUATION OF TEACHING PRACTICE EXERCISE IN NIGERIA. European Journal of Education Studies. https://doi.org/10.46827/ejes.v0i0.388
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Hargreaves, A., & Fullan, M. (2000). Mentoring in the new Millennium. Theory Into Practice, 39(1), 50–56. https://doi.org/10.1207/s15430421tip3901_8
Heikonen, L., Toom, A., Pyhältö, K., Pietarinen, J., & Soini, T. (2017). Student-teachers’ strategies in classroom interaction in the context of the teaching practicum. Journal of Education for Teaching, 43(5), 534-549. https://doi.org/10.1080/02607476.2017.1355080
Hicks, S. (2018). The Story of Relationship: A Narrative Inquiry into Mentor Teacher Perceptions of Their Mentoring Experiences with Teaching Candidates [Doctoral].
Hastings, W. (2004). Emotions and the practicum: the cooperating teachers’ perspective. Teachers and Teaching: Theory and Practice, 10(2), 135–148. https://doi.org/10.1080/1354060042000187991
Inarsih, N. S., Seli, S., & Syafitri, D. (2021). Student’s Attitude and Challenges toward Teaching Practicum Programme (PPL) in Junior High School. EDULIA English Education Linguistic and Art Journal, 1(2), 45–49. https://doi.org/10.31539/edulia.v1i2.2121
Jin, A., Parr, G., & Cooley, D. (2020). An Australian international teaching practicum in China: exploring multiple perspectives. The Australian Educational Researcher, 47(2), 263-281. https://doi.org/10.1007/s13384-019-00343-1
Jin, A., Parr, G., & Hui, L. (2020). ‘The sun is far away, but there must be the sun’: Chinese students’ experiences of an international teaching practicum in China. Educational Research, 62(4), 474–491. https://doi.org/10.1080/00131881.2020.1826340
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods research: a research paradigm whose time has come. Educational Researcher, 33(7), 14–26. https://doi.org/10.3102/0013189x033007014
Joseph, S., & John, Y. (2014). Practicum experiences of prospective teachers in differentiating instruction. Advances in Social Sciences Research, 1(3), 25-34. https://doi.org/10.14738/assrj.13.136
Joseph, S., & Thomas, M. (2020). Questioning behaviours and patterns of prospective teachers on practicum. Cogent Education, 7(1). https://doi.org/10.1080/2331186x.2020.1823142
Kabilan, M. K., Ramdani, J. M., Mydin, A., & Junaedi, R. (2020). International Teaching Practicum: Challenges faced by Pre-Service EFL teachers in ESL settings. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 114–126. http://files.eric.ed.gov/fulltext/EJ1242970.pdf
Karagöz, S., & Rüzgar, M. E. (2020). The observations of student teachers in regard to professional qualifications of advisor teachers during teaching practicum. International Journal of Educational Research Review, 5(2), 141-150. https://doi.org/10.24331/ijere.691323
Kahn, B. (2001). Portrait of success: Cooperating teachers and the student teaching experience. Action in Teacher Education, 22(4), 48-58. https://doi.org/10.1080/01626620.2001.10463029
Kennedy, J. (2006). A study of the learning environment in the extended practicum of a pre-service teacher education course at a Catholic University [Doctoral thesis, Australian Catholic University].
Khan, F., Hussain, L., & Khan, I. (2016).Effectiveness of Practicum Component of Associate Degree in Education Programme Offered By Teacher Training Institutions in KP and FATA. Gomal University Journal of Research [GUJR], 32(2), 161-169.
Khan, H. K. (2011). Becoming teacher educators in Pakistan: Voices from the government colleges of education. Journal of Education for Teaching, 37(3), 325-335. https://doi.org/10.1080/02607476.2011.588022
Khanam, A. (2015). A practicum solution through reflection: An iterative approach. Reflective Practice, 16(5), 688-699. https://doi.org/10.1080/14623943.2015.1071248
King, A. (2002). Structuring peer interaction to promote high-level cognitive processing. Theory Into Practice, 41(1), 33-39. https://doi.org/10.1207/s15430421tip4101_6
Koross, R. (2016). The Student Teachers’ Experiences during Teaching Practice and Its Impact on their Perception of the Teaching Profession. IRA International Journal of Education and Multidisciplinary Studies, 5(2), 76. https://doi.org/10.21013/jems.v5.n2.p3
Koşar, G. &Bedir, H. (2019).A comprehensive evaluation of practicum experience: From the view of preservice EFL teachers. International Online Journal of Education and Teaching (IOJET), 6(4), 1001-1016. https://iojet.org/index.php/IOJET/article/view/724
Lawson, T., Cakmak, M., Gunduz, M., &Busher, H. (2015). Research on teaching practicum – a systematic review. European Journal of Teacher Education, 38(3), 1-16. https://doi.org/10.1080/02619768.2015.1055109
Li, L. (2016). Factors of practicum experience for pre-service teacher's sense of readiness for their teaching career [M.Ed. Project, University of Victoria, Canada].
Lingam, L. (2005). Structural adjustment, gender and household survival strategies: Review of evidences and concerns. CEW center for the Education of women, University of Michigan.
Manzar-Abbas, S., & Lu, L. (2015). The Practicum Status in UE Campuses during B.Ed. Programme: TEs' Perceptions. Journal of Research and Reflections in Education, 9(1), 1-16. https://www.ue.edu.pk/jrre/articles/91001.pdf
McKim, A. J., & Velez, J. J. (2017). Developing self-efficacy: Exploring Preservice coursework, teaching, and professional development experiences. Journal of Agricultural Education, 58(1), 172-285. https://doi.org/10.5032/jae.2017.01172
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks: Sage Publications.
Mohan, D. M., Mohan, D. B., & Das, S. M. (2011). Structural analysis. PHI Learning Pvt. Ltd.
Mosaddaq, Y. B. (2016). A Study of Sources of EFL Student Teachers „anxiety During Their Practicum Experience. European Journal of Research and Reflection in Educational Sciences, 4(1), 16-25.
Mtika, P. (2011). Trainee teachers’ experiences of teaching practicum: Issues, challenges, and new possibilities. Africa Education Review, 8(3), 551-567. https://doi.org/10.1080/18146627.2011.618715
Mudra, H. (2018). Pre-service EFL teachers’ experiences in teaching practicum in rural schools in Indonesia. The Qualitative Report. https://doi.org/10.46743/2160-3715/2018.3115
Okorie, J. U. (2009). Fundamentals of teaching practice, Enugu: Fourth Dimension Publishers.
Oxford, R. L. (1997). Constructivism: Shape-Shifting, Substance, and Teacher Education Applications. Peabody Journal of Education, 72(1), 35–66. http://www.jstor.org/stable/1493260
Parrott, A. E. (2018). Comparison of Teacher Candidates' Self-Efficacy in Traditional and Professional Development School Student Teaching Experiences [Doctoral dissertation, Concordia University Chicago].
Patton. M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
Pollock, J. (2012). Feedback: The hinge that joins teaching and learning. UK: Corwin.
Rupp, D., & Becker, E. S. (2021). Situational fluctuations in student teachers’ self-efficacy and its relation to perceived teaching experiences and cooperating teachers’ discourse elements during the teaching practicum. Teaching and Teacher Education, 99, 103252. https://doi.org/10.1016/j.tate.2020.103252
Saifi, S. (2013). Effect of Reformed Teaching Practicum on Professional Development of B. Ed (Hons) Prospective Teachers. Bulletin of Education and Research, 35(2), 125-138.
Saglam, G. (2007). Perceived roles, responsibilities and challenges of CT’s in the procedure of teaching practice course in practicum [Unpublished Doctoral Dissertation]. Middle East Technical University, Ankara, Turkey.
Schecter, S. R., & Parkhurst, S. (1993). Ideological Divergences in a Teacher-Research Group. American Educational Research Journal, 30(4), 771–798. https://doi.org/10.2307/1163204
Sinclair, C., Dowson, M., & Thistleton-Martin, J. (2006). Motivations and profiles of cooperating teachers: Who volunteers and why? Teaching and Teacher Education, 22(3), 263-279. https://doi.org/10.1016/j.tate.2005.11.008
Schulz, R. (2005). The practicum: More than practice. Canadian Journal of Education / Revue canadienne de l'éducation, 28(1/2), 147. https://doi.org/10.2307/1602158
Shah, M. A., Ahmad, S. M., & Raza, K. K. (2020). Support and Challenges during Teaching Practicum: A Survey of B. Ed (Hons) Prospective Teachers of Public Universities of Khyber Pakhtunkhwa. SJESR, 3(3), 204-211. https://doi.org/10.36902/sjesr-vol3-iss3-2020(204-211)
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4. https://doi.org/10.2307/1175860
Siddiqui, S. (2014). Language, gender, and power: The politics of representation and hegemony in South Asia. Karachi: Oxford University Press.
Smith, K. (2010). Assessing the Practicum in teacher education – Do we want candidates and mentors to agree? Studies in Educational Evaluation, 36(1–2), 36–41. https://doi.org/10.1016/j.stueduc.2010.08.001
Smith, K., & Lev‐Ari, L. (2005). The place of the practicum in pre‐service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3), 289-302. https://doi.org/10.1080/13598660500286333
Tang, S. Y. (2003). Challenge and support: The dynamics of student teachers’ professional learning in the field experience. Teaching and Teacher Education, 19(5), 483-498. https://doi.org/10.1016/s0742-051x(03)00047-7
Deocampo, M. F. (2020). Issues and Challenges of English Language Teacher-Trainees’ Teaching Practicum Performance: Looking Back and Going Forward. LEARN Journal: Language Education And Acquisition Research Network, 13(2), 486-503. https://files.eric.ed.gov/fulltext/EJ1258795.pdf
Timperley, H. (2001). Mentoring conversations designed to promote student teacher learning. Asia-Pacific Journal of Teacher Education, 29(2), 111-123. https://doi.org/10.1080/13598660123812
Trent, J. (2018). ‘Fitting in’ or ‘being different’? Integration, separation, and identity construction during a teaching practicum in Hong Kong. Teacher Development, 22(4), 571-586. https://doi.org/10.1080/13664530.2018.1466722
Ulvik, M., & Smith, K. (2011). What characterises a good practicum in teacher education? Education Inquiry, 2(3), 517–536. https://doi.org/10.3402/edui.v2i3.21997
Van, N. T., Said, H., & Mokhtar, M. (2020). Vietnamese Pre-Service Teachers ‘perspective Of the Challenges and Outcomes of Teaching Practicum in Malaysia. Palarch's Journal of Archaeology Of Egypt/Egyptology, 17(7), 4602-4621. https://archives.palarch.nl/index.php/jae/article/view/2497
Vo, K., Pang, V., & Lee, K. W. (2018). TEACHING PRACTICUM OF AN ENGLISH TEACHER EDUCATION PROGRAM IN VIETNAM: FROM EXPECTATIONS TO REALITY. Journal of Nusantara Studies, 3(2), 32. https://doi.org/10.24200/jonus.vol3iss2pp32-40
Wan, J., Li, D., Yan, H., & Zhang, P. (2010). Fuzzy feedback scheduling algorithm based on central processing unit utilization for a software-based computer numerical control system. Proceedings of the Institution of Mechanical Engineers, Part B: Journal of Engineering Manufacture, 224(7), 1133-1143. https://doi.org/10.1243/09544054jem1690
Wright, B. (1988). “For the children of the infidels”?: American Indian education in the colonial colleges. American Indian Culture and Research Journal, 12(3), 1-14. https://doi.org/10.17953/aicr.12.3.ht5837m3502m57w1
Zeichner, K. (1996). Designing Educative Practicum Experiences for Prospective Teachers. In K. Zeichner, S. Melnick, & M. L. Gomez (Eds.), Currents of Reform in Preservice Teacher Education (pp. 215-234). New York: Teachers College Press.
Zeichner, K. (2009). Rethinking the connections between campus courses and field experiences in College- and University-Based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671
Zhu, G., Iglesia, P. M., & Wang, K. (2020). Examining Chinese and Spanish preservice teachers’ practicum teaching experiences: A transformative learning perspective. Journal of Education for Teaching, 46(1), 124-128. https://doi.org/10.1080/02607476.2019.1708623
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 CARC Pedagogical Explorations
This work is licensed under a Creative Commons Attribution 4.0 International License.
