EXPLORING THE PERCEPTION OF PROSPECTIVE TEACHERS (ADE /B.ED.(HONS)) ABOUT THE CHALLENGES DURING PRACTICUM IN QUETTA CITY, PAKISTAN

Authors

  • Khadija Karim Assistant Professor, Department of Education, Sardar Bahdur Khan Women's University, Quetta, Pakistan
  • Nagina Gul Assistant Professor, Dr., Department of Management Sciences, Faculty of Management Sciences, Balochistan University of Information Technology, Engineering & Management Sciences, (BUITEMS), Quetta, Pakistan
  • Alia Ayub Associate Professor, Department of Education, Sardar Bahdur Khan Women's University, Quetta, Pakistan
  • Seema Azeem Lecturer (Education), Balochistan University of Information Technology, Engineering & Management Sciences, (BUITEMS), Quetta, Pakistan

DOI:

https://doi.org/10.46827/ejes.v7i8.3291

Keywords:

prospective teacher, practicum, ADE, B.Ed.(Hons), challenges

Abstract

Teacher is the central cog in the machinery of Education. The quality and worth of the teachers determine the quality of Education. For the better education, the effective and committed teachers are needed. In ADE / B.Ed.(Hons) program, practicum is one of the essential components for practical experiences, school-based activities and teaching training to become the devoted and professional teacher. So, the present study investigated the perceptions on adequacy of practicum and highlight the challenges faced by prospective teachers. The study was conducted through using mixed method approach. Structured questionnaire and interview protocol were used for the data collection. Data was both qualitative and quantitative in nature. The sample of 150 prospective teachers from colleges and universities, offering ADE/ B.Ed. program were selected through simple random sampling technique who completed their practicum. The analysis indicated the prospective teachers face variety of challenges such as no adequate support of school administration, lack of proper guidance and encouragement from university supervisors, no skills to design and implement classroom activities associated with teachings, behavior of cooperative teachers as they spend more time with them in schools and no proper meetings and seminars conducted to check the quality of work and problems of prospective teachers. Nevertheless, majority of the prospective teachers think that practicum is an important element for the preparation of professional life of teachers and found practicum to be a valuable experience.

Article visualizations:

Hit counter

References

Brown, P. D. & Brown N. R. (1990). Effective Teaching Practice. Stanley Thornes, England.

Calder, I., Faire, M., & Schon, P. (1993). The teaching practice experience. The perspectives of supervising lecturers, Occasional paper no. 1. Professional Studies Department, University of Waikato.

Haigh, M., & Ward, G. (2004). Problematising practicum relationships: Questioning the ‘taken for granted’. Australian Journal of Education, 48(2), 134-148.

King, A. (2002). Structuring peer interaction to promote high-level cognitive processing. Theory into practice, 41(1), 33-39.

Lingam, L. (2005). Structural adjustment, gender and household survival strategies: Review of evidences and concerns. CEW center for the Education of women, University of Michigan.

Mohan, D. M. (2011). Structural analysis. PHI Learning Pvt. Ltd.

Okorie J. U. (1997). Unpublished article girl’s high school Umuahia, Abia State.

Okorie, J. U. (2009). Fundamentals of teaching practice, Enugu: Fourth Dimension Publishers.

Schecter, S. R., & Parkhurst, S. (1993). Ideological divergences in a teacher-research group. American educational research journal, 30(4), 771-798.

Smith, K., & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3), 289- 302.

Wright, B. (1988). “For the children of the infidels”: American Indian education in the colonial colleges. American Indian Culture and Research Journal, 12(3), 1-14.

Downloads

Published

2020-09-02

Issue

Vol. 7 No. 8 (2020)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).