Abstract
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.
Highlights
Teaching practicum has become an essential stage for student teachers
This study reports on a narrative of the student teachers' experience during their teaching practicum
Related to Korkut (2017), who stated that classroom management is about how to control the class and how the teacher can inspire and motivate the students, this study reveals that the student teachers can perform adequately in this teaching practicum
Summary
Teaching practicum has become an essential stage for student teachers. It prepares student teachers to provide professional teachers. Most of the student teachers are not ready to teach in the class It is in line with March (2010) from Stuart and Thurlow (2000) that the student teachers are not quite prepared to get a real classroom environment. From the previous research by Alghamdy (2018), most of the student teachers complain about the regulation that they have to do a teaching practice but still studying some courses at the campus at the same time. They feel that it was the hardest thing to do.
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