Beliefs: Quality Teaching Practicum Vs Quality Teachers

Gui Chan Choo,Md Melor Yunus,Mohamed Amin Embi

doi:10.20961/ijpte.v3i1.26210

Gui Chan Choo, Md Melor Yunus + Show 1 more

Open Access

https://doi.org/10.20961/ijpte.v3i1.26210

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Abstract

<p>Teaching practicum is one of the important aspects in teacher education programme as it concerns preparation of quality teachers and it embraces all the learning experiences of pre-service teachers in schools. Teaching practicum is a real challenge for the pre-service teachers because their performance during teaching practicum will foreshadow the future success of the pre-service teachers. Therefore, the aim of this paper is to investigate Teaching English as a Second Language (TESL) pre-service teachers’ beliefs about teaching practicum and identify what components of teacher education programme that contribute pre-service teachers’ views about teaching practicum. Data was collected via a questionnaire survey of third year TESL undergraduates from University of Malaya. The data was analyzed using descriptive statistics. The findings will be presented and elaborated upon in this paper. For further understanding, this paper also discusses the pre-service teachers’ beliefs according to the two main aspects namely, (i) importance of teaching practicum and (ii) confidence and uncertainty about teaching practicum.</p>

Highlights

Teaching practicum is an important component in teacher education programme
There are lots of theories and pedagogies that have been taught via the teacher education programme, there are still a lot of pre-service teachers who are not ready to face the challenges in the classroom when it is time for them to go for teaching practicum
Throughout the teacher education programme, it is very important for the lecturers to identify student teachers’ beliefs about teaching practicum before they go for real teaching and encourage them to reflect upon these beliefs (Esen Uzuntiryaki, 2007)

Summary

Introduction

Teaching practicum is an important component in teacher education programme. It is meant for pre-service teachers to master and practice all the concepts, principles, skills and values and eventually apply the theories that they have learnt in the classrooms in order to become a quality and professional teacher. The existing beliefs of pre-service teachers should be considered in the teacher education programme as these beliefs interact with their learning process (Esen Uzuntiryaki, 2007). Such beliefs would influence pre-service teachers to interpret and analyse the pedagogical knowledge, conceptualization of teaching tasks, their teaching decisions and their classroom practice (Pajares, 1992). Throughout the teacher education programme, it is very important for the lecturers to identify student teachers’ beliefs about teaching practicum before they go for real teaching and encourage them to reflect upon these beliefs (Esen Uzuntiryaki, 2007)

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