Abstract
Practice teaching for pre-service teachers is a crucial affair before starting their carrier. It is considered one of the fundamental elements of whole teaching programs of education faculties since the teacher candidates find the opportunities to observe and practice their theoretical knowledge through practice teaching programs in schools. Within this context, the present research sought to reveal the reflections of the education faculty’s seniors on practice teaching course utilizing both qualitative and quantitative methods. A private university’s English Language Teaching department’s seniors in Erbil were selected by convenience sampling as research sample, and 31 students participated in the questionnaire. A semi-structured survey used for this study including the parts of demographics, knowledge, skills and dispositions, field experiences and practice teaching, quality of instruction and two open-ended questions. The results indicated that most of the students expressed their positive reflections on their internship program. They believe the internship programs enable them to enhance their teaching skills and prepare them for real classroom atmosphere before graduation.
Highlights
Practice teaching for pre-service teachers is a crucial affair before starting their carrier
The results indicated that most of the students expressed their positive reflections on their internship program
The aim of this research is to evaluate the reflections of pre-service teachers towards practice teaching program
Summary
Practice teaching for pre-service teachers is a crucial affair before starting their carrier It is considered one of the fundamental elements of whole teaching programs of education faculties since the teacher candidates find the opportunities to observe and practice their theoretical knowledge through practice teaching programs in schools. Church (2017) states that education and its functions have evolved in time firstly, it was accepted as child care which was assisting the families busy in fields, later on, it was seen as a process to building up capability, and providing skills that would facilitate the later life of the children it transformed to the process to prepare children for the competitive nature to become a workforce This transformation can be divided into three main stages as: Education 1.0 I’ll deliver content at my pace and in my way and you will learn if you can. Education 2.0 I’ll adjust how and what I teach so that it gives you the best chance for success
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