Teaching Practicum Research Articles

Influence of the wider educational context on the English language teaching practicum

Influence of the wider educational context on the English language teaching practicum

A Qualitative Study on the Experiences of Student Teachers in Health Education during Their Teaching Practicum at a Health Care Specialized High School

A Qualitative Study on the Experiences of Student Teachers in Health Education during Their Teaching Practicum at a Health Care Specialized High School

Navigating Teaching Practicum in the Real Classroom: Insights from ESL Teaching Practicum Experiences

Teaching practicum is one of the compulsory courses that pre-service ESL teachers have to accomplish prior to the completion of their study. Under the lens of experiential learning theory, this study aims to find out pre-service English teachers’ challenges of teaching practicum and how they overcome them. Interviews were used as instruments in this multiple case study, focusing on three pre-service English teachers who participated in the AJARMI program during the 2022–2023 academic year. The findings of this study were analyzed using thematic analysis. The PSETs faced challenges related to students' behaviour, preparation of instructional materials, and mentoring. They handled them with organizing lessons, acting as an assertive teacher, devising a backup plan, and adapting to the school system. The implications of this study suggest that teacher education programs should provide more comprehensive training on classroom management, instructional material preparation, and effective mentoring strategies to better prepare pre-service teachers for the realities of the classroom.

Influence of Mentor-Mentee Interaction Patterns on Student Teachers’ Learning to Teach in Public Secondary Schools During Teaching Practicum

This study examined the contribution of mentor-mentee interaction patterns on student teachers’ learning to teach during Teaching practicum (TP). The study objectives are: (i) to understand the interaction patterns between mentor teachers and student teachers during teaching practicum, (ii) to establish how those interaction patterns develop student teachers’ learning to teach. This study adopted a qualitative research approach using in-depth face-to-face interviews conducted twice for each interviewee of not less than forty (40) minutes as part of data collection. The interviews were carried out to six (6) third-year student-teachers who were posted in two neighbouring public secondary schools as their TP sites. The study found that: Mentorship relies much on interpersonal relationships and interaction patterns between student teachers and their mentor teachers. Four (4) possible interaction patterns in TP stations were identified. In practice, there is mentor teacher – student teacher, student teacher – students, student-teacher - student teacher, student teacher – resources interactions. Teacher education programs, policies, and documents recognize and have been stressing the importance and role of mentoring in student teachers, as part of their professional development. Student teachers have had higher expectations of the teachers they want to be in the future, but their way through mentor support is unclear and once they face “reality shock” during TP their efficacy becomes low. This leads to less motivation for a teaching career and increases the attrition rate of future teachers. In-service teachers do not assume the crucial role of assisting student teachers in learning to teach. In such circumstances, some student teachers have been struggling to develop their professional future due to limited mentorship in secondary schools. The study recommends enhanced teacher training programs and continuous in-service professional development models to accommodate sensitive mentorship skills

교수학습에 관한 전통주의와 구성주의 접근으로 살펴본 예비 화학교사의 신념 탐색

This study explored pre-service chemistry teachers’ beliefs related to constructivist and traditional approaches to teaching and learning. In addition, this was examined focusing on 3rd and 4th graders who experienced teaching practicum and 1st and 2nd graders who did not experience teaching practicum. To this end, items developed by Woolley, Benjamin, & Woolley (2004) for the assessment of teaching and learning beliefs were utilized, with 75 pre-service chemistry teachers participating in the survey. An exploratory factor analysis identified six items related to traditional educational views and five items related to constructivist views for belief analysis. Differences between these educational views were compared using paired sample t-tests, and differences in beliefs across groups and items were compared using ANOVA. Overall, the group with teaching practicum experience showed statistically higher beliefs in constructivist educational views, whereas the group without experience showed no statistical difference. A detailed items analysis revealed higher beliefs in traditional education views in practices of written assessments and structured discussion classes. In the constructivist view, beliefs were statistically lower in informal student evaluations. Group analysis showed statistically higher beliefs in constructivist educational views among those with teaching practicum experience compared to those without. This suggests the value of teaching practicum experience in enhancing pre-service teachers’ beliefs in constructivist education.

생성형 인공지능 활용 교육프로그램을 통한 예비교사들의 인공지능에 대한 인식 변화

Purpose: This study explored pre-service teachers' perception of AI changes through an educational program that utilize AI. Methods: An educational program was developed that provides opportunities for pre-service teachers to design classes using AI and implement them through teaching practicum and used to investigate the educational effectiveness of seventeen pre-service teachers at a university in Chungcheongbuk province. Fourteen questions corresponding to the two categories of ‘Accessibility of AI’ and ‘Similarity between AI and Human’ were administered in pre- and post-surveys. Changes were also investigated in the pre-service teachers' perception of artificial intelligence based on the output and interview data submitted by the pre-service teachers that supplemented the survey results. Results: As a result of the study, the educational program developed in this study showed educational effectiveness. Through the educational program, pre-service teachers showed changes in their perception that AI can be used by anyone, that AI is safe, that AI cannot replace human jobs, and that AI learns through human input. However, it was found that pre-service teachers felt a financial burden in having to subscribe to artificial intelligence, and there was a limit to changing the thinking that artificial intelligence can solve problems like humans. Conclusion: In the future, in order to improve the pre-service teachers' perception of AI and to actively implement classes using generative artificial intelligence in schools, schools should provide financial support when using AI programs, or let pre-service teachers recognize the operating principles of artificial intelligence and the differences between humans. There is a need to develop more sophisticated pre-service teacher education programs for content that shows limited effectiveness.

PERCEPTIONS OF COOPERATING TEACHERS ON PRE-SERVICE TEACHERS’ MENTORING IN TEACHING PRACTICUM: EMPIRICAL EVIDENCE FROM INITIAL TEACHER EDUCATION

Although research on cooperating teachers mentoring pre-service teachers provides important findings in teacher education, there are few studies exploring cooperating teachers' perceptions of mentoring pre-service teachers in Indonesian teacher education. Grounded in narrative inquiry design, this research reports on cooperating teachers' perceptions of mentoring their pre-service teachers during teaching practicum. Two cooperating teachers voluntarily agreed to participate in this study. Data were derived from semi-structured interviews focusing on exploring critical incidents while they were mentoring pre-service teachers. The data were analysed qualitatively using thematic analysis. Findings revealed that pre-service teachers faced difficulties in using English to teach students. However, they benefited from applying strategies and media in their teaching. In terms of mentoring aspects, pre-service teachers were often unprepared with lesson plans, although their communication during teaching practicum was good. To better understand teaching material, pre-service teachers need to enhance their abilities. In addition, pre-service teachers have a limitation in reviewing material and assigning homework, and they struggled to manage class time effectively, leaving insufficient time to review material. This study implied that identifying the challenges faced by pre-service teachers during teaching practicum, as perceived by cooperating teachers, can inform the design of mentoring programs.

Post-Epidemic Period Construction of Professional Identities of Elementary School Pre-Service Teacher Mentors in China

Abstract Teacher practicum, a crucial step in transitioning from pre-service to in-service teaching, provides an essential professional development opportunity. This study investigates how elementary school mentors construct their professional identities (PIs) as they guide pre-service teachers (PSTs) through their practicum. Data was collected through interviews with four mentors and four PSTs in elementary schools in China, and a thematic analysis was conducted. The results reveal that in guiding pre-service teachers, the mentors construct four PIs: committed practitioners, role models, lifelong learners, and coaches. The factors affecting the construction of mentors' PIs include job burnout, teacher commitment, teacher learning methods, self-efficacy, teacher knowledge, Chinese traditional culture, and career development experiences.

English as a Foreign Language (EFL) teaching practicum: Problems and suggestions for solutions

Although studies on the teaching practicum experiences of pre-service English teachers have tried to identify some problems and offer solutions, research addressing the issue from the perspectives of all stakeholders by examining both the expectations of pre-service teachers and the potential problems they face in this process is rather limited. In this regard, as part of a larger project, this session aims to uncover prospective English as a Foreign Language (EFL) teachers’ expectations and problems during the practicum process based on the opinions of various stakeholders. 160 pre-service teachers studying in the final year of an English language teacher education program, 22 teacher educators, and 39 English teachers supervising those teacher candidates during the practicum process participated in the study. Data came from two sources: reflective reports requested from all participants of the study in the fourth and eighth weeks of the 12-week practicum process and the focus group interviews conducted with five pre-service teachers, five university supervisors, and five cooperating teachers. The analyses documented problems related to pre-service teachers, their teaching skills, classroom management, pupils, teaching procedures, and school context. Maximizing practice opportunities in quantity and quality and higher levels of communication and interaction among the stakeholders were the main suggestions as solutions to problems. These recommendations and some suggestions for future research will potentially increase the quality and effectiveness of the practicum process.

Exploring preservice ECE teachers’ TPACK through digital storytelling during the pandemic

ABSTRACT In this study, nine preservice teachers' online teaching performances in their teaching practicum during COVID-19 were examined. Altogether, 42 online storytelling activities were recorded, and preservice teachers' views were collected in a 120-minute focus group. We employed thematic analysis to code the participants' reflections, to understand their knowledge of the technological pedagogical content knowledge (TPACK) framework and their preparation for digital storytelling activities. Our findings indicated that preservice teachers spend most of their time on pedagogical content knowledge (PCK) and technological content knowledge (TCK) and only a few minutes on technological pedagogical knowledge (TPK) during digital storytelling activities. It revealed the extent of the TPACK of current ECE teachers and provided insights and recommendations on how to improve ECE teachers' professional development regarding technology, including providing multiple types of digital devices and their applications and examples of technology-assisted teaching.

Exploring English language teacher educators’ professional development through collaborative partnership with pre-service teachers in supervised practicum

ABSTRACT This study explores the perspectives of 190 fourth-year pre-service EFL teachers across Türkiye on their definitions of ideal language teacher educators and the professional development of teacher educators based on their experiences during teaching practicum in university and practice school contexts. Data were collected through open-ended surveys and analysed qualitatively via coding (Saldana 2009) using content analysis (Patton 2015). The findings indicate that some pre-service teachers (PSTs) lack trust in their teacher educators at both schools and universities, particularly regarding the gap between theoretical knowledge and practical application during their practicum experience. Additionally, the findings suggest that language teacher educators’ professional development is enhanced by collaborating with PSTs. The results imply that language teacher educators should encourage self-reflection on their teaching practices, facilitate collaboration with PSTs, and prioritise the development of PSTs’ professional identity through partnerships with teacher educators.

Impact of Online Field Practice on Islamic Education Preservice Teachers

This study employed qualitative methods to examine the expectations, challenges, learning loss, and development of professional skills among preservice teachers of Islamic education as they engaged in online field practice. Interviews were conducted with individual participants and focus groups, and reflection papers were collected from 46 preservice teachers of Islamic education assigned to an online teaching practicum. Participants had mixed feelings about their online field practice due to a lack of experience and doubts about their preparedness and ability with virtual field practice. Results revealed they experienced setbacks, including a deficiency in pedagogical expertise for virtual instruction and challenges in promoting class communication and involvement online without in-person learning environments. However, virtual teaching, creativity, and improved cognitive abilities were encouraged. It is recommended that educational establishments offer supplementary assistance to preservice teachers trained during the pandemic to augment their professional growth .

Research Status and Hot Trends of Preschool Education Practicum at Home and Abroad Visual Analysis Based on Cite Space

Research Status and Hot Trends of Preschool Education Practicum at Home and Abroad Visual Analysis Based on Cite Space

A Teaching Practicum Model for Constructing Cogenerative Dialogue Amongst Preservice Teachers to Improve Science Teaching

The specific focus of this study is how a team of four preservice teachers experienced a collaborative practicum model to support the development of cogenerative dialogue and foster professional growth. Data sources included individual video club annotations and the associated group discussions facilitated by comparison of groups members selected annotations. The analysis found that participation in peer collaboration provided multiple viewpoints of shared teaching experiences that enabled preservice teachers' different ways to notice student thinking. Providing a structured framework for reflection, namely the individual video club annotations, served as the genesis for cogenerative dialogues centered on instructional change for the preservice teachers. This work's implications showcase the importance of allowing for the iterative enactment and reflection on pedagogical choices by preservice teachers early in their professional development.

International Islamic University Malaysia’s (IIUM) Islamic Education Teacher Trainees’ Self-Efficacy during Teaching Practicum

International Islamic University Malaysia’s (IIUM) Islamic Education Teacher Trainees’ Self-Efficacy during Teaching Practicum

The Contribution of Microteaching Achievements and Teaching Readiness to Teaching Practicum Achievements in The Civil Engineering and Planning Education Study Program Faculty of Engineering Yogyakarta State University

Background: The main purpose of this study was to determine the contribution of micro teaching achievements and teaching readiness to teaching practicum achievements in the Civil Engineering and Planning Education Study Program at Faculty of Engineering, Yogyakarta State University.Methods: This research is an ex-post facto study. The population of this study was 90 students of the Civil Engineering and Planning Education Study Program, class of 2019, with a sample of 73 students. The data collection technique used a questionnaire and documentation methods. Data analysis techniques were carried out using descriptive statistics, prerequisite analysis tests, and multiple regression analysis.Results: The results of the study show that: 1) there is a positive and significant effect of micro teaching achievements to teaching practicum achievements with tcount ttable (2.480 1.993943) at a significance level of 5%, 2) there is a positive and significant effect of teaching readiness to teaching practicum achievements with tcount ttable (25.871 1.993943) at a significance level of 5%, 3) there is a positive and significant effect of micro teaching achievements and teaching readiness together to teaching practicum achievements with R2 = 0.966; Fcount Ftable (1009.222 3.12576424) at a significance level of 5%. The relative contribution of micro teaching achievements is 7.296% and the effective contribution is 7.05%. The relative contribution of teaching readiness is 92.704% and the effective contribution is 89.58%.Conclusion: There is a positive and significant influence of Micro Teaching Achievements and Teaching Readiness on Teaching Practicum Achievements in the Civil Engineering and Planning Education Study Program with a contribution of 96.63%.

Reflective practice in the teaching practicum program: Pre-service English teachers’ reflections

Reflective practice has gained significant importance in various professional educational settings. There has been a surge in research conducted on reflective practice across different fields, including English teaching, which indicates an increasing interest in this area. This study explores how pre-service English teachers reflect on their teaching journey, spanning from their initial teaching experiences to their future aspirations. Furthermore, these participants have undergone a teaching practicum program at public high schools in Bandung, Indonesia. In addition, the study uses a qualitative approach through a narrative inquiry design, with three pre-service English teachers participating in interviews to share their experiences. Before the interviews, the participants were required to complete a narrative framework. In addition, the collected data are analyzed through thematic analysis. The findings demonstrate how reflection in teaching practice can positively impact the teaching performance of pre-service English teachers by enhancing their instructional strategies, addressing areas for improvement, and promoting continuous professional development. In conclusion, this study highlights the significance of reflective practice in the field of English teaching and offers insights into its benefits for pre-service teachers. It emphasizes the importance of ongoing reflection to improve teaching effectiveness and enhance the overall quality of education.

EFL Pre-service Teachers’ Enactment of Agentic Capacities in their Online Pedagogical Practicum

The global COVID-19 pandemic has significantly changed how education is delivered and accessed. In the evolving landscape of pre-service teachers’ pedagogical practicums within teacher education programs, both teacher educators and school supervisors continue to follow traditional national bilingual policies and curricula. These frameworks, often marked by discourses of accountability, control, and prescription, fail to address the post-pandemic realities faced by second and foreign language student-teachers. Factors influencing the pre-service teachers’ capacities to take initiative and make decisions in online pedagogical practices have not yet been thoroughly explored. This case study aimed to explore how 16 pre-service teachers exercised their agency in their online EFL pedagogical practicum classes and the factors that influenced their actions. Data were gathered through surveys, focus groups, recorded class observations, whole-class discussions, and teacher’s journal. The findings suggested that an intermediate competence on educational software enabled EFL pre-service teachers’ agentic capacities, which were manifested in transformative online teaching strategies centered on learners. Likewise, the lack of computer-mediated communication literacy, bad perceptions towards online teaching, unstable connection, and unequal power relations with school practicum teachers related to textbook coverage and impossibility to address social issues critically restricted their agentic capacities. These findings urge teacher educators, practicum supervisors, and curriculum developers to incorporate innovative, teacher agency-based policies, designs, and practices in both face-to-face and online instructional environments. Doing so will raise pre-service teachers’ awareness and empower them in decision-making processes during their pedagogical practicum, ultimately contributing to societal transformation through remote education.

The development of EFL pre-service teachers’ critical thinking in teaching practicum: a case study

ABSTRACT This study investigates the development of critical thinking skills among EFL pre-service teachers during their teaching practicum. The participants comprised three pre-service EFL teachers, belonging to a teaching practicum group that included one university supervisor and three middle school mentors. Data were collected through video recordings of group meetings conducted during the practicum and interviews with the pre-service teachers. Analysis of the data revealed a gradual development of critical thinking among the pre-service teachers over the course of the teaching practicum. They attributed this development to several factors, including the guidance provided by the university supervisor and middle school mentors, peer communication, and the practice of evaluation during the practicum. The implications of these findings are discussed in light of the analysis, offering insights for teacher education programmes aiming to foster critical thinking skills among pre-service teachers.

Rethinking of the knowledge base for teaching through duoethnography reflective inquiry

This article explores our formation, transformation, and scrutiny into our teaching practice using a duoethnography reflective inquiry. The purpose of the duoethnographic inquiry was to reexamine our understanding of the knowledge base for language teaching. The context of our reflective autoethnography inquiry was the school teaching practicum that we experienced at the beginning of the seventh semester of our teacher education program. Throughout the teaching practicum program, we engaged in four duoethnographic reflective dialogues facilitated by our faculty advisors to share stories from our teaching practices. The objective of the dialogues was to reflect on our teaching experience and reexamine our understanding of “what counts as knowledge for language teaching.” The analysis of our duoethnographic reflective dialogues revealed that we relied more on a) the knowledge-in-person and in-place, and b) knowledge for teaching as the primary base for our teaching than those of c) disciplinary knowledge and d) knowledge of pedagogy. Below, we outline the segments of conversation that reflected how we relied on our practices on a) the knowledge-in-person and in-place and b) knowledge for teaching.