Teaching Practicum Research Articles

Educational Nurturing in Underdeveloped Contexts Unraveling the Dynamics of Student Teachers’ Holistic Development

Introduction: The paper underscores the crucial necessity of providing effective guidance to student teachers, referred to as "Pre-Service," to effectively address and navigate classroom challenges and overcome issues related to teaching practicum. Study explores the experiences of 08 student teachers focusing on their mentoring experiences during teaching practicum in rural areas of Sindh. Methodology: The study was conducted in schools situated in rural Sindh, involving participants who were new teachers in their fourth year of the Bachelor of Education program. The qualitative approach utilized structured open interviews to gather insights into the challenges faced by pre-service teachers during their teaching practicum, specifically exploring the guidance provided by mentors in underprivileged schools. Findings: The findings disclose a common experience among interviewed student teachers who lacked awareness of the challenges confronted by in-service teachers in underprivileged schools, particularly in rural areas with limited resources such as electricity,computers, whiteboards, and data projectors. The study highlights the concerns expressed by pre-service teachers regarding insufficient guidance from trained mentors and a lack of mentor motivation when assigned to schools in challenging environments. Implication/Future Direction: Drawing on the "Situativity theory" as a framework, the implications suggest the need for enhanced mentorship programs and support mechanisms to better prepare pre- service teachers for the challenges in diverse educational settings. Future directions include developing comprehensive mentor training programs and refining existing mentorship structures to ensure the successful integration of pre-service teachers into underprivileged school environments.

Relationship between Competency and Self-Efficacy among Islamic Education Students (IES) during Teaching Practicum

Relationship between Competency and Self-Efficacy among Islamic Education Students (IES) during Teaching Practicum

Face-to-Face Teaching Skills of Virtually Mentored Pre-Service Interns

During the COVID-19 pandemic, pre-service teachers found completing their online teaching practicum impossible. Their doubt extended to their thoughts about making it difficult for them to perform their obligations effectively as practicing teachers. This basic qualitative research aimed to explore the practices and experiences of graduates in their online teaching internships and their effect on their teaching experience. Fifteen Teacher Education alumni participated in this study and were selected through purposive sampling. Data was collected using semi-structured interview questions and gathered through Google Meet and face-to-face interviews. Thematic data analysis was used to identify essential themes. Based on the results and discussion of the study, Teacher Education graduates of a Catholic Institution were exposed to unforgettable experiences and practices with their supervising instructor, cooperating teacher, school culture, and peers, which they continue to utilize in their current teaching roles. Subsequently, the study revealed that their experiences led them to the following: (a) commitment to the ongoing development of soft skills, (b) enhanced technological skills, (c) strengthened cooperation among coworkers and supervisors, (d) improved classroom management strategies, (e) innovation of assessment strategies, (f) refined creativity in creating instructional resources and (g) improved sense of accountability and adaptability. This implies that the online environment did not deter the would-be teachers from developing the skills necessary in the contemporary world. Thus, this study recommends enhancing the implementation of hybrid teaching internships in the teacher-education program.

Pre-service Teachers’ Experiences in Handling Reticent Students During Teaching Practicum: Challenges and Strategies

This study looked at the experience of English as a Foreign Language (EFL) pre-service teachers handling reticent students during their teaching practicum. Reticent students are characterized by reluctance or hesitance to participate or engage in classroom discussions and activities actively. Teaching practicum is a hands-on educational experience that allows pre-service teachers to apply classroom theories and teaching strategies in real-world settings, fostering their professional growth under the guidance of experienced educators. Previous studies have explored teacher perceptions and strategies for addressing student reticence, but less attention has been given to pre-service teachers' experiences. The study employs a qualitative research design, conducting semi-structured interviews with five pre-service teachers who have completed their teaching practicum. The interviews explore the participants' experience focusing on the challenges and strategies in handling reticent students. The findings revealed common challenges faced by the participants and the strategies employed to handle reticent students. Based on the findings, recommendations are made for teacher education programs and mentor teachers to better prepare pre-service teachers in handling reticent students. Finally, the study implied some limitations and provided recommendations for future research.

Mapping research on Indonesian professional teacher: The bibliometric analysis

This research aims to identify trends in scientific publications with the theme of Indonesian professional teachers. The research uses bibliometric analysis involving scientific publications from 1982 to 2023 in the Scopus database. The keyword we use is a professional teacher in Indonesia. The analysis results show that the trend of scientific publications with the keyword professional teacher in Indonesia has experienced a significant increase, with the peak occurring in 2020-2023. Indonesia is the country that has the highest contribution to scientific publications about Indonesian professional teacher . Wiyono, B.B. is a well-known researcher who has the most publications, while Lie, A. is a researcher who has the most total citations. Most scientific publications are in conference series, specifically in the Journal of Physics: Conference Series. The research results open up opportunities to conduct further research in areas that have not been widely researched, such as online learning communities, pedagogical content knowledge, professional development programs, professional knowledge, professional training, STEM (Science, Technology, Engineering, and Mathematics), teacher learning, and teaching practicum. The research results have implications for efforts to professionalize teachers in Indonesia.

Pre-service Elementary Teachers’ Overseas Teaching Practicum and Development of English Teacher Agency

This study examined the reflections of four Korean pre-service elementary teachers regarding their three-week overseas teaching practicum in the United States and how the overseas teaching practicum contributed to the development of their English teacher agency. The study was conducted as a case study, and the participants’ interview transcripts and final reports were collected as data for analysis. The collected data were explored using thematic analysis. Two major themes were found in this study. First, the pre-service teachers developed confident English teacher agency. Second, the pre-service teachers developed their teacher agency under full awareness of the different school cultures focusing on teacher assistance system and classroom environment management. This study highlights the teachers’ own decision to free themselves of the burden of the Teaching English in English (TEE) policy and the conservative Korean school culture. The study concludes with important implications and suggestions for future research on the pre-service elementary teachers’ overseas teaching practicum and the development of their English teacher agency.

Exploring the Opportunities and Challenges of Online Practicum in Bangladesh

The COVID-19 situation compelled the preservice student-teachers (PSTs) of the Institute of Education and Research (IER), Dhaka University Bangladesh, to complete their practicum online. As such, the challenges and opportunities of online practicum needed to be explored. A qualitative study was undertaken and a conceptual framework was developed combining an ‘offer-and-use’ model of teaching practicum (Helmke, 2008), based on the ‘source-position-performance’ framework (Day & Wensley, 1988). Purposive and convenience sampling were used to collect data through a semi-structured questionnaire from 28 PSTs, and a thematic analysis helped to identify their opportunities and challenges. Identified challenges were gender and cultural biasness, lack of financial and technical support, improper guidance and training, a lack of motivation as the practicum is non-paid, a lack of information and technological literacy, cognitive development, and inefficiency in cost management. This study recommends reconsidering a blended mode of Micro-teaching and Simulation courses, and providing soft loan and internet cost-related support from the institution level.

The Practicum Evaluation Conundrum: Perceptions of Preservice English Language Teachers and Their Mentors

The evaluation conundrum during teaching practicum concerning the criteria used and perception of them by faculty mentors, school mentors, and preservice teachers remains a critical concern in language teacher education. This multi-perspective research quantitatively investigates the viewpoints of preservice English teachers and their school and faculty mentors regarding the significance of the evaluation criteria set by the Ministry of National Education for evaluating preservice teachers’ teaching in teaching practicum. While all three groups considered the evaluation criteria to be significant—although at varying degrees—the faculty mentors ascribed greater importance to the evaluation criteria, compared to school mentors and preservice teachers, for both the evaluation criteria used by faculty mentors and school mentors. The study highlights the key role of evaluations and feedback provided by school and faculty mentors during teaching practicum despite higher degrees of significance attached to the evaluation criteria used by school mentors. The implications can inform policy and practice in language teacher education, promoting better outcomes for the preparation of future English language teachers in Türkiye.

The Dynamics of University-School Partnerships in Teacher Education Practicum: A Comprehensive Analysis and Framework for Successful Implementation

This research delves into the dynamics of university-school partnerships in the context of the teaching practicum at the Open University of Sri Lanka, aiming to develop a framework for successful implementation. The study recognizes the critical role of the teaching practicum in shaping effective educators and acknowledges the diverse teacher education programs offered by the Faculty of Education. The literature review establishes the importance of the teacher education practicum, emphasizing its role as a bridge between theoretical knowledge and practical classroom experiences. University-school partnerships are explored as integral to the success of the practicum, with various models identified, including the clinical practice model and co-teaching model. Challenges in these partnerships, such as communication gaps and differing expectations, are discussed. Existing frameworks and strategies for successful implementation are also examined, highlighting the need for a collective approach and reciprocal learning models. The methodology involves a qualitative research approach, including documentary analysis and focus group discussions with master teachers and university academics. The research objectives include identifying the existing framework of the teaching practicum, exploring strategies for enhancing its quality, and establishing a new school-university partnership framework. Results and discussions present the existing framework of the teaching practicum at the Open University of Sri Lanka, emphasizing specific assessment mechanisms and school-based projects. Stakeholders' perspectives contribute to the formulation of innovative strategies, such as improving program interactions, building partnerships with model schools, and creating a stable master-teacher pool. A conceptual framework/model is proposed, illustrating the collaborative synergy between the university and schools to optimize the teaching practicum. In conclusion, the study underscores the critical role of a robust university-school partnership in the success of the teaching practicum. Recommendations include enhancing communication, capacity building for examiners, implementing innovative partnership strategies, maintaining a stable master teacher pool, establishing empirical arrangements, and creating a dedicated helpdesk. The research findings provide valuable insights for improving the quality and impact of the teaching practicum at the Open University of Sri Lanka.

Experiences of Prospective Teachers About Online Teaching Practicum during Covid-19: A Phenomenological Study from Pakistan

This study aimed to investigate the experiences of prospective teachers about their online teaching practicum during the COVID-19 pandemic. The objective was to gain insights into the experiences and understanding of prospective teachers about online teaching practicum during pandemic 19. To accomplish this study, a qualitative approach and a phenomenological research design were employed. The researcher used purposive sampling techniques and all the students of B.Ed(4 years) of the science group and the practicum supervisor of the same group were selected as a sample. After the data collection the data was analyzed through thematic analysis and different provisional and emergent themes were found. The provisional themes of this study were online teaching practicum, first Impression about OTP, fears of OTP, orientation of OTP, interaction with Practicum supervisor, online instructions, experience with Google Classroom, barriers of OTP, skills, and desired goal, planning of OTP, main difference between online teaching practicum and onsite teaching practicum, online instructions, online Training by using gadgets, environment of OTP, and major components i.e. (1)Lesson Planning (2) Peer Feedback (3)Supervisor Feedback (4) Lesson Reflection (5)Teaching Session (6) E-portfolio. The emergent themes of this study were the experience of online practicum, pre-practicum workshops (Onsite), orientations with focal persons as Schools, discussions with cooperative teachers, online practicum training, provided environment, planning of online teaching practicum, action plan, and experience of E-portfolio. This study's finding revealed that while prospective teachers' initial experiences were positive, they encountered difficulties such as internet connectivity issues, limited time to present lesson plans, and utilizing advanced technology. Additionally, prospective teachers faced challenges in providing and receiving feedback. Based on these findings, the major recommendations include increasing the number of online training sessions, providing comprehensive instruction on lesson planning and uses of advanced technology, and revising the mechanisms for online peer feedback.

‘Not fully coordinated’: the loosely coupled paradigm as a framework for understanding relationships of educators in teacher education programmes

ABSTRACT Teacher education programmes have undergone a shift over the past decade, from traditional programmes that focused on the academic arena (university or college) towards more placement-based ones located in the field (school). Based on the loosely coupled paradigm, the present study examined the characteristics of the various relationships built between educators in the two arenas and how these relationships shape teacher education programmes in Israel, focusing on the preparation period of pre-service teachers. Forty-five educators (teacher educators; mentor teachers; programme heads) were interviewed. Using thematic analysis, two themes regarding relationships were found: who forms the relationship and what its purpose is; and the nature of the relationship. Two additional themes emerged regarding the relationship which shaped the teacher education programme: a highly bureaucratic profile; and procedures dependent on personal relationships. The study shed light on the implementation of a school-based experience (practicum) for pre-service teachers that is based on academia-field partnership. Using loosely coupled paradigms in accordance with the findings, it seems that bureaucratic procedures tend to increase at the expense of pedagogical aspects, as demonstrated by the educators involved in the teacher education programmes.

A Comprehensive Study on Biochar Production, Bibliometric Analysis, and Collaborative Teaching Practicum for Sustainable Development Goals (SDGs) in Islamic Schools

This research endeavors to assess the impact of additional practicum sessions and experimental demonstrations through video presentations on students' comprehension in an Islamic boarding school. The study focuses on enhancing students' understanding of the biochar concept, particularly its role as an adsorbent, aligning with contemporary issues related to the Sustainable Development Goals (SDGs) and environmental problem-solving. To substantiate the research rationale, a concise literature review and bibliometric analysis were incorporated. The experiment involved comparing two classes – the experimental class, which received additional practicum and experimental demonstrations using videos, and the conventional class as the control group. The study included 45 students in Class XI of an Islamic boarding school. Learning outcomes were assessed through pre-test and post-test scores, as well as N-Gain calculations. The hypothesis was tested using the Paired Sample T-test. The practical aspect of the experiment involved carbonizing the skin of jengkol fruit to produce carbon, which was then utilized for adsorbing curcumin. The adsorption phenomena were observed and analyzed.The research findings demonstrated that the experimental demonstration method, particularly when complemented with video presentations, was more effective than conventional methods. This was evident from the N-Gain value of the experimental class and the results of statistical tests. The experimental demonstration method using videos is anticipated to enhance knowledge, provide a more authentic understanding and experience, and yield superior learning outcomes. These findings contribute valuable insights for future research on experimental demonstrations, emphasizing their potential to enhance the overall quality of student learning.

The practicum in initial teacher training at the University of Cologne (Germany)

In 2015, universities in the state of Northrhine-Westfalia introduced the semester practicum which was appreciably longer than previous teaching practica. Inspired by a paper by Zabalza Beraza (2016) who suggested that external training practices may be viewed (a) as a curricular component, (b) as a learning situation and (c) as a personal experience, I decided to analyse the semester practicum in teacher education at my university, the University of Cologne, as well as the results of a research project carried out by researcher from the universities of Cologne, Paderborn and Siegen from the point of view of Zabalza Beraza’s framework. The framework turned out to be very helpful in organizing findings from official documents and from the research project. At the same time, it seemed that Zabalza Beraza and the initiators of the semester practicum differ slightly with respect to the how they perceive the objectives of the practicum in teacher education.

Challenges and Coping Strategies of EFL Trainee Teachers in International Teaching Practicum

International teaching practicum is highly relevant in developing the quality of education worldwide. Innumerable institution sends their trainee teachers to help improve educational quality and build professionalism. During the practicum, trainee teachers will be experiencing some pertinent issues and problems that will help to shape teachers’ personalities and teaching practices in the future. Knowing the importance of experiencing these challenging episodes in practicum, researchers investigated the coping strategies for challenges and reported how trainee teachers conceptualized their learning. This qualitative research aims to provide valuable insight and practical solutions for trainee teachers facing challenges during teaching practicum. The data was obtained through observation and interviews with two trainee teachers who have participated in an international teaching practicum in Malaysia. Based on the research finding, the challenges faced by trainee teachers are categorized into several themes: students’ behavior, school facilities, mixed-ability students, school curriculum, and time management. Moreover, trainee teachers used several coping strategies to overcome challenges: antecedent strategy; learning through play strategy; grouping strategy; school modules to overcome unfixed curriculum; and setting priorities.

Cross-Cultural Experiences in Teacher Education: Indonesian Pre-Service English Teachers' Perspectives on International Teaching Practicum

This study addresses a significant gap in current literature concerning the international teaching practicum experiences of Asian pre-service teachers specializing in English education. Focusing on three Indonesian pre-service teachers, the research explores their experiences during international practicum in the Czech Republic, Thailand, and Malaysia. Methodologically, the study employed in-depth semi-structured interviews, along with the analysis of narrative journals and artifacts from the International Teaching Practicum (ITP) program, following the thematic analysis approach by Braun and Clarke (2006). This involved meticulous examination of data, coding, and thematic classification to derive meaningful interpretations. Key findings highlight the challenges faced by participants, including language barriers and cultural adaptation. Despite these challenges, participants reported substantial growth in confidence and self-assurance, fostered by active participation in teaching and learning activities. Significantly, the practicum provided valuable insights into multicultural education, deepening the participants' understanding of different teaching methodologies, the role of teachers, and the nuances of local educational systems. The implications of this study are far-reaching, particularly in enhancing multicultural competence in teacher education. By shedding light on the under-researched area of international teaching practicum involving Asian contexts, the study contributes essential insights into the evolving landscape of global teacher education.

Narratives of Experiences in International Teaching Practicum: Lessons from an EFL Pre-Service Teacher

Contrary to popular belief that field experience should be held in local settings, teacher education programs currently initiate networking with other countries through the international teaching practicum (ITP) program. Considering the platform’s magnitude, this paper aims to explore the pre-service English teacher’s experiences during ITP to build professional development of EFL potential teachers from various activities abroad. In this study, a narrative inquiry was implemented and supplemented with data obtained from Tina (pseudonym), an EFL pre-service teacher in one of the Indonesian universities who joined a four-month ITP program abroad, particularly in Thailand. In collecting the data, semi-structured in-depth interviews that emphasized five eligibility aspects were used. The findings reveal that the pre-service teacher reaped plenty of meaningful experience from ITP in terms of the classroom situation, the implementation of basic teaching skills, the period of success or failure in teaching, values for EFL teacher candidates in ITP, critical incidents, and students’ general English competence after ITP. This study provides evidence and feedback for the institution for better planning and organization in implementing practicum. Further, it implies equipping student-teachers with sufficient skill and competence related to adaptability, cultural identity, fear, and emotions in facing challenging English instruction in the future through multiple exposures to teaching instruments and supporting situated environment facilities.

Practicum of Early Childhood Teacher Students in Pandemic Times: A Narrative Perspective

The Covid-19 pandemic affected teacher education; universities had to adapt quickly through emergency pedagogy. One problem that emerged was the relationship between schools and teacher students. The situation was more critical in early childhood teacher education than in others. The conditions forced them to adjust to the absence of children in the student teachers’ practicum. This article addresses the relational problem in a practicum in early childhood teacher education. Through a narrative inquiry with two early childhood education teacher students, we give an account of learning experiences in different educational spaces. During the analysis, two concepts emerged: ‘the classroom taste’ and ‘presence’ in teacher education. The research allows us to reflect on the essential focus of the practicum in early childhood teacher education from the perspective of these two concepts.

Diving into Real-World Practicum in Physical Education: Deconstructing and Re-Signifying Pre-Service Teachers’ Reflections

Reflection is crucial for aspiring teachers, yet many pre-service teachers (PSTs) struggle to grasp its true meaning. This study explores how PSTs deconstruct their initial reflections and re-signify their understanding based on challenges encountered in real-world practicum settings. Additionally, it examines how the facilitator supported the PSTs’ reflections over time. Over the course of a year in the physical education teacher education context, six PSTs, along with the first author, who fulfilled dual roles as external facilitator and researcher, engaged in three iterative Action Research (AR) cycles. Within each AR cycle, the external facilitator explored the authentic teaching challenges faced by PSTs, offering individualized support while unpacking reflection concepts. Data were collected through focus group interviews, reflective journals from the PSTs, and the observation of participants by the external facilitator, which provided contextual field notes on the PSTs’ teaching–learning experiences. Our findings emphasize the need to initially understand PSTs’ views on reflection. This serves as a starting point for deconstructing the three concepts outlined in our theoretical framework, through the scrutiny of PSTs’ real teaching–learning experiences. This process facilitated a resignification, leading to an advanced comprehension of reflection among the PSTs. The study emphasizes the value of integrating this approach into systemic teacher education reforms and suggests extending training and mentorship to cooperating teachers.

Comparing pre-service teacher attitudes toward the use of students’ home language(s) in linguistically diverse English as an additional language classrooms in Norway and Cyprus

BackgroundGlobalization, increased transnational mobility, and growing refugee populations have shifted the focus from traditionally monolingual to incrementally multilingual and multicultural classrooms and have put a significant mark on language teaching. Attention to multilingualism and multiculturalism in educational settings is important to raising awareness and recognition of linguistic and cultural diversity at the individual and societal levels.MethodsThis comparative study investigated the beliefs of 59 pre-service teachers in Norway and Cyprus regarding the use of students’ home language(s) (HLs) in increasingly linguistically diverse English as an Additional Language (EAL) settings. The teachers were observed during their teaching practicum and were interviewed with respect to their views, beliefs, and self-reflections on the impact and role of HL for EAL teaching and learning purposes.ResultsThe analysis of the data revealed that more than half of the participants in both countries were in favor of employing multilingual pedagogies. However, most of them acknowledged certain challenges in their practical implementation and the need for further training.ConclusionThe study concludes with the authors stressing the catalyst role teacher educators could play in making EAL classrooms more inclusive for multilingual learners.

EXPLORING LANGUAGE BARRIERS DURING INTERNATIONAL TEACHING PRACTICUM IN THAILAND: PRE-SERVICE TEACHERS’ VOICES

The phenomenon of international teaching practicum exists to accommodate globalization in improving the quality of teaching internationally. However, the phenomenon of global teaching practicum, which has been investigated in many studies,earlier research, raises a number of significant barriers. Hence, this research aims to investigate the barriers faced by the Indonesian pre-service teachers during their teaching abroad program in Thailand. Qualitative research method were chosen in this study in order to obtain in-depth information about the phenomenon of international teaching practice through the interview with three Indonesian pre-service teachers. The findings revealed that Indonesian pre-service teachers discovered and faced several major barriers in the practicum for teaching abroad program in Thailand The toughest challenge experienced by Indonesian pre-service teachers is the language barrier. In addition, the response given by residents and the school environment to the language barriers experienced by Indonesian pre-service teachers was very good. Utilizing how students facilitate communication between Indonesian pre-service teachers and other students, and how in-service teachers offer advice and continue to assist Indonesian pre-service teachers in overcoming language barriers throughout the program.