Practicum Program Research Articles

Preparing Teacher Interns for International Teaching: A Case Study of a Chinese Practicum Program

Preparing Teacher Interns for International Teaching: A Case Study of a Chinese Practicum Program

Becoming a Teacher: Challenges Faced During Practicum to Foster Essential Skills

New knowledge-based economy has originated the necessity to develop new set of skills and experiences to meet the contemporary agenda of globalization. Therefore, moving out of classroom may provide opportunities to acquire new teaching ideas and materials and to hone professional skills. For such practicum a major component of teacher education programs, becomes crucial for Pre-service Teachers (PSTs). However, little is known about current practicum in teacher education program in Bangladesh. This study aims to explore if current practicum program is preparing PSTs with necessary skills or what challenges participants face in such process. Nine PSTs participated in this study and analyzed data indicates that participants were enthusiastic to foster critical thinking, creativity, collaboration and communication skills despite of several challenges. Interested stakeholders could benefit from such findings and could contribute by mitigating challenges for professional development activities of PSTs.

ADDRESSING THE SUCCESSFUL TRANSITION OF COMMUNITY COLLEGE GERONTOLOGY STUDENTS TO UNIVERSITY SETTINGS

Developed in 2012, our gerontology program has tracked enrollment, learning outcomes, student competency development, and career paths post-graduation. Enrolled students tend to be older, transferring from community colleges, reentering college due to work and family commitments, and retooling career paths. Our efforts have focused on career integration across all courses culminating in a two-term practicum program. Additionally, through discussions with community college faculty and students, alumni, and community partners, we have adapted our curriculum to address student needs for work, family care, and academic engagement through flexible course delivery, syllabus construction, applied project development, and direct contact with professionals in and outside the classroom. Developing strategies to ensure transfer student success is critical, as well as offering strong career preparation for older students entering the workforce. Comprehensive placement data and an overview of the needs and challenges for university programs to partner with community college programs will be highlighted.

Student teaching practicum: are we doing it the right way?

ABSTRACTThe role of English in Israel is important to the country’s prosperity. However, Arab students’ results are low on national exams, which could be due to a variety of factors. This paper focuses on the training of Arab English teachers as per the directives of the Ministry of Education, particularly the Academic Class practicum. Using both Legitimation Code Theory and Appraisal Theory, this study compares the propositional content of the practicum programme provided by a teaching college in central Israel, with the educational orientation of Muslim Arab student teachers. Results reveal a ‘code clash’ between the curricular policy and the student teachers, shedding light on ways to re-scaffold the practicum to work towards a ‘code match’.Abbreviations: EFL - English as a Foreign Language; L1 - first language; LCT - Legitimation Code Theory; ER - epistemic relations; SR - social relations

The Practice And Challenges of Practicum Implementation Program at A Malaysian Teacher Education Institute

This study is set to assess the practice and challenges faced by TESL students at a local teacher training institute during their first practicum practices at selected Malaysian primary schools. This research is of significant value, as the 17 student- teachers’ experiences need to be made known; the findings on the transitional move from a safe protected college environment into the unknown territory of school surroundings. Each of these trainee-teachers had leapt into the role of a teacher in the 21st century language class. They would each maintain daily and weekly reflective journals throughout their practicum period to document their teaching concerns and the level of confidence they put into their abilities to teach and manage their primary school students. These findings from the questionnaires were reported. The data obtained from the study participants were analyzed qualitatively. The results of the study reveal that:- i) student-teachers have positive perception towards the role of practicum program in promoting their pedagogical skills as well as subject matter knowledge; ii) school mentors failed in providing the necessary support for practicum student-teachers. This research enables to shed more light into the areas of second language teaching in the classroom as the findings would be able to provide more support for future management and development of teacher education. Furthermore, these student-teachers could understand themselves better throughout the month extended practicum. The ability to self-monitor and self-appraise themselves are valuable skills to be acquired by these student-teachers for their personal and autonomous and continuous self-assessments to become effective second language teachers.

국제교육실습프로그램 표준모형 개발을 위한 내용 요소 및 절차 구안

This study is for the development of a standard model of international teaching practicum. The main focus of this study is on both the formation of a whole procedure of a standard model of international teaching practicum and the specification of the elements of each step of the program. To create a standard model of international teaching practicum, we explored the required components and procedures of effective international teaching practicums. To do so, 13 research on international teaching practicum, from 1995 to 2016, were analyzed. Also, the international teaching practicum of A university where has operated the program successfully for the past ten years has been analyzed as a case. Then, the required components for a standard model of international teaching practicum has been constructed. The detailed steps that consist the international teaching practicum were found out to be ten steps. These are; exchange preparation such as contracting a MOU, recruiting the participants, an orientation program for international teaching practicum, departure preparation, assignment of guidance professors, on-site teaching practicum, certificate issuance, evaluation and pre/post surveys, exempting from one of the domestic teaching practica if possible, and exhibition of teaching diaries.

An Evaluative Study of the English Language Practicum Program at the College of Languages and Translation at Al-Imam Muhammad Ibn Saud Islamic University

An Evaluative Study of the English LanguagePracticum Program at the College of Languages andTranslation at Al-Imam Muhammad Ibn SaudIslamic University

Enhancing Graduate Practicum Project Development and Selection at Schools of Public Health: A Case Study

Experiential learning is a core competency of curricula across accredited U.S. schools of public health, helping students to hone diverse skill sets that will enable them to readily join the workforce and contribute to solving complex public health problems. At the City University of New York (CUNY) Graduate School of Public Health and Health Policy (SPH), all master’s and doctoral students are required to complete a practicum during their degree programs; yet practicum development and selection processes are often overlooked. To enhance the experiential learning program and Human Research Protection Program processes surrounding student practica at the CUNY SPH, researchers mined an administrative database and analyzed characteristics of practicum projects undertaken by graduate students. Findings from this novel study will facilitate policy and procedural changes within the SPH Office of Experiential Learning, which oversees the practicum program, and across SPH offices, including the Human Research Protection Program, to promote an optimal, student-centered practicum experience. Additionally, these analyses will serve as a model for other schools of public health seeking to develop, refine, and strengthen their practicum programs.

Teacher attributions for children's attention‐deficit/hyperactivity disorder behaviors predict experiences with children and with classroom behavioral management in a summer program practicum

AbstractElementary school teachers often implement classroom behavioral management systems to address student misbehavior. Common problems targeted by these systems are the inattentive, hyperactive, and impulsive behaviors characteristic of attention‐deficit/hyperactivity disorder (ADHD). This study examined teachers' attributions for why children display ADHD behaviors, and how such attributions affect their experiences with children in the context of interventions to manage these behaviors. Participants were 32 preservice teachers undertaking a practicum in a summer program for 137 children (Grades 1–3), some of whom had ADHD. Teachers were trained to implement classroom‐wide behavioral management. Teachers' attributions for children's ADHD behaviors were assessed using a vignette measure, before teachers had met their students or begun training on intervention techniques. When controlling for attributions regarding oppositional behavior, teachers' initial attributions for ADHD behaviors as less internal/controllable predicted children reporting more positive relationships with that teacher during the summer program. Teachers' initial attributions for ADHD behaviors as less stable predicted teachers' greater satisfaction with the intervention techniques during the summer program and their greater attunement to children's social networks. Cognitions about the causes of children's ADHD behaviors held by preservice teachers may relate to their subsequent experiences with children in the context of implementing classroom behavioral management.

Teaching English for the First Time: Frightening or Challenging?

To enhance the quality of teacher performance, teaching practicum is required by the Teacher Training and Education Faculty at university level as the pivotal compulsory course. The practicum is expected to give positive unforgettable experience for shaping their prior knowledge with contextual activities in the real school. This memory affects their next teaching journey according to the people they have met and interacted with during the program. Considering the significance of understanding the students’ experience in performing their planned lesson inside the class, this study aims to describe the students’ ideas during the Teaching Practicum Program, especially the effect of Teaching Media and Micro Teaching courses. Qualitative design was applied to investigate the students’ responses through the questionnaire and document analysis. The result indicates that teaching practicum seems to take the students in a very new direction, and it needs significant effort for adaptation to maintain better communication with the internal school stakeholders, particularly school based mentors and students. Further, media use for English instruction provides benefits for the experience. This study implied that identifying teaching experiences leads to comprehend possible challenges to achieve success. https://doi.org/10.26803/ijlter.18.4.9

Developing students’ scientific argumentation skill in hydrolysis salt learning

This study was aimed at investigating students’ scientific argumentation skills (SAS) in hydrolysis salt learning. It applied classroom research with the design of a one-shot case study. It collected data by measuring students’ SAS after they studied hydrolysis salt. SAS in this study was assessed through the scale of argumentation quality referring to the framework of TAP (Toulmin Argument Pattern). This study found that students’ SAS were at level 4, that is they could argue with clear objections in hydrolysis salt learning because they could relate indicators of claims, evidence, reasoning and rebuttal. They achieved this after they had gone through inquiry process and practicum program to develop their SAS. They performed SAS well in learning hydrolysis salts.

Effect of web-assisted science practicum program(w-aspp) toward science process skills of elementary teacher education students on distance learning

This study aims to obtain information on the effect of web-assisted science practicum program (W-ASPP) to (1) the mastery of science process skills and (2) experimental group skills of web surfing. The research method used is quantitative with pretest-postest control group design. This research involving 60 students of Elementary Teacher Education (ETE). Collecting data with written test, performance test, real practicum journal and observation, online discussion response, student log on frequency, and questionnaire. Data analysis using SPSS 17 for windows program. The results showed that there was an increasing in the science process skills (SPS) student mastery of W-ASPP lecture participants compared to the regular lecture group of students (p<0.025). Further analysis used regression which result showed that (r2 = 0,39) SPS mastery ability through practice test was caused by SPS mastery through written test and the rest (r2 = 0,61) caused by other factor. SPS mastery through written examination is caused by the number of log on student frequency (r2 = 0,91) and the average score of response activity of online practice (r2 = 0,42). Thus W-ASPP is declared effective in improving SPS of ETE students.

A study of pre-service teachers’ English experiences in an overseas practicum programme

The purpose of this study was to examine the learning experiences of pre-service teachers in an overseas practicum programme. For this, reflective journals were analyzed. A total of 15 pre-service teachers who attended a one-month practicum program in New Zealand were participants in this study. The data analysis shows three main themes: English communication anxiety, growth of self-confidence in using English, and communication across different psychological distances. In particular, their level of self-confidence was greatly enhanced after the participants conducted a class in English for local students. During the program, pre-service teachers had good rapport with their host families whereas they had distance from their co-teachers at local schools. The relationship between the pre-service teachers and students at local schools improved as the pre-service teachers managed to lower the level of their anxiety. Pedagogical implications are discussed based on the findings of this study which will help to improve overseas programs.

An Evaluation Study on Teaching Practicum in Secondary Schools

본 연구의 목적은 교육실습생들을 대상으로 한 설문조사 및 문서자료의 수집과 실습담당 부장교사들을 대상으로 한 심층면접을 통해 실습학교에서 제공되는 실습경험과 그로 인한 실습생의 변화, 그리고 실습담당 부장교사의 교육실습에 대한 인식 등에 대한 정보를 수집 하여 현장교육실습프로그램의 운영 현황을 평가하고 그 개선방향을 모색하는 것이다. 이를 위해 교육실습프로그램의 운영 실태를 조사하고, 실습생들의 교육실습경험에 대한 인식과 실습 전과 후의 역량 변화, 실습담당 부장교사의 교육실습 운영에 대한 인식과 문제의식 등에 대한 자료를 수집해 분석하였다. 분석결과, 교육실습의 내용과 질은 거의 대부분 실습학 교의 지도교사에 의해 결정되고 교육실습을 통해 제공되는 실습경험은 실습학교마다 적지 않은 편차를 보이고 있지만, 교육실습은 실습생들에게 유의미한 현장경험으로 인식되고 있으며 예비교사의 교직동기와 교직실무역량에 긍정적인 영향을 미치고 있는 것으로 나타났 다. 또한 교육실습의 내실화를 위해 대학과의 협력, 교육실습프로그램의 운영 기준, 실질적인 정책적 지원과 보상 등이 필요함을 확인할 수 있었다. 본 연구의 분석결과는 중등교육실 습의 운영의 내실화에 참고할 수 있는 유용한 정보로 활용될 수 있을 것이다.This study examined how to be carried out 4-week teaching practicum program in secondary schools and analyzed the teaching practicum effects on the pre-service teachers’ personal teaching efficacy and commitment to teaching. Both quantitative and qualitative methods were utilized in this study; 96 students who were participated in 4-week teaching practicum responded questionnaire and made a detailed report on the teaching practicum, and 6 secondary school teachers were deeply interviewed about the implementation of 4-week teaching practicum program. Data from the both method were analyzed and interpreted. The teaching practicum program in secondary schools seems to be insufficient in terms of the period and content, and there are big differences among schools. Nevertheless students finishing the practicum experienced enhancement of understanding secondary students and their teaching efficacy. Generally 4-week teaching practicum program is determined by secondary school without consulting with university to send students. To improve the 4-week teaching practicum program, policy support and incentives to the secondary school should be strengthened, and the national standards of practicum program ’s content should be developed and monitor the quality of the program.

EFEKTIFITAS PRAKTIKUM DALAM MENINGKATKAN KEMAMPUAN BAHASA INGGRIS MAHASISWA (Studi pada Fakultas Ilmu Sosial dan Politik UIN Sunan Gunung Djati Bandung)

English is one of the basic general subjects that students must study in higher education. Outside the general basic courses, the Faculty of Social and Political Sciences of the Sunan Gunung Djati State Islamic University Bandung held an English language practicum program for 4th semester students. During a period of 4 years, the implementation of the English practicum seemed to be ineffective. This can be seen from the percentage of the attendance of students who actively participate in practicum, only 20% of the total 40 students in the group. The design of this study uses quantitative research with a pre-experimental approach. The final results of this study indicate that of the five components of the English practicum the objectives, methods, materials, time and facilities and infrastructure showed ineffective results.

THE IMPACT OF PRACTICUM TRAINING IN IMPROVING TEACHING COMPETENCES AMONG ABU DHABI UNIVERSITY POST-GRADUATE DIPLOMA STUDENTS -ANALYTICAL STUDY-

Many trends have appeared in the field of teacher preparation all emphasizing the necessity to keep abreast of scientific, educational and technological developments. Part of such trends are developing curricula and identifying principles and guidelines for teacher preparation including: general, specialized and educational preparation, practicum training and practical education before and during the career. Current technological developments require teacher’s mastery of how to deal with modern teaching methods such as computer software and internet and how to use them efficiently with the students. On these grounds, development of teacher preparation programs is essential to cater for society’s developmental needs and respond to job market needs. This study aims at exploring the degree of competence students of professional post-graduate diploma in teaching acquire from practicum training. The questions of the study are as follows: What is the impact of Practicum program in improving students of professional post-graduate diploma teaching competences? •What is the correlational relation between the practicum program competences and specialization? •What is the correlational relation between the practicum program competences and students GPA? An instrument of measuring the competences of practicum training was specially designed and used to answer the above questions with appropriate validity and reliability indicators. The sample of the study consisted of 264 students enrolled in the professional post-graduate diploma in teaching in the second semester 2013-2014. The statistical analysis of the data was carried out using SPSS program. The findings indicated statistically significant differences in the attitudes of the students of the professional post-graduate diploma in teaching towards the impact of the Practicum program in improving students’ teaching competences. The differences are attributed to the specialization variable. There are no statistically significant differences attributed to the cumulative grade point average. The study has a number of recommendations in light of the findings.

Pre-Service EFL Teachers’ Experiences in Teaching Practicum in Rural Schools in Indonesia

A teaching practicum is officially offered to pre-service English as Foreign Language (EFL) teachers, randomly selected for either urban or rural schools. The study aims to describe and disseminate the obstacles experienced by those teaching English in rural schools during their Teaching Practicum Program (TTP). Seventeen pre-service teachers participated in the qualitative study. Interviews and observations were the main methods of data collection. The results reveal that the obstacles faced by the pre-service EFL teachers were around classroom management, learning materials or resources, teaching aids or media, teaching methods, learners' English skills, choice of language use, slow internet connectivity, learners' motivation, evaluation technique and parental support. The discussion includes implication for need to reorganize future teaching practicum.

PRE-SERVICE EFL TEACHERS’ SELF-EFFICACY, THEIR ENGLISH PROFICIENCY AND THEIR PREPAREDNESS FOR TEACHING PRACTICUM PROGRAM

Teacher training institutions hold an important role in preparing their students, the prospective or pre-service teachers, to become professional teachers based on their specific fields of study. This study examined the pre-service EFL teachers’ perception of self-efficacy and their English proficiency toward their preparedness for the teaching practicum program. The study used a survey research design using questionnaire as the instrument to get the pre-service EFL teachers’ perception of self-efficacy. The English proficiency data was from the TEP (test of English proficiency) collected from the university’s language center where the pre-service EFL teachers took the test. Findings show that the pre-service EFL teachers have medium to high self-efficacy toward their teaching of EFL. They feel ready in spite of the fact they still have the feeling of anxiety. The courses related with the preparation to become a good and qualified EFL teachers and also for the teaching practicum program helped them to feel more confident.

The Improvement of Teacher Competencies of Pre-service Teachers through Teacher Practicum Program and Different Perceptions between Pre-service Teachers and their Advisors

The Improvement of Teacher Competencies of Pre-service Teachers through Teacher Practicum Program and Different Perceptions between Pre-service Teachers and their Advisors

Study on the Effectiveness of Practicum Program Model of Pre–service Child Care Teachers for children with Disabilities

Study on the Effectiveness of Practicum Program Model of Pre–service Child Care Teachers for children with Disabilities