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Attitudes of TEFL Student Teachers at QOU towards the Implementation of Practicum
... In order to play their desired roles in this changing and challenging world, teachers should be provided with a range of knowledge, skills, attitudes and relevant educational experiences that empower them to manage all challenges in the teaching profession. Universities are expected to prepare teachers to meet the needs and realities of today's classroom, and highly distinguish their subject matter and methods of teaching, [4]. During Practicum, student teachers' general teaching skills are improved; their attitudes towards learners become more open and their self-esteem and subjective well-being can be increased, [5]. ...
... Peer teachers' evaluation was the least effective component. [4] found out that the gap between theory and practice, i.e. between what was learnt at university and what was actually practiced at school, was another barrier for student teachers' success. The lack of necessary facilities that should be provided by cooperating schools and the short time they spent at schools were also seen as important hindrances. ...
... They also emphasize the results of [11] and [12] with regard to trainees' provision with teaching model lessons and school principals' lack of follow up student teachers' work follow-up. These results also assert the results by [4] and [14] in relation to the variance between theory at university and practice at schools. They also support the findings of [2] in accordance to the responsibility of supervisors, cooperating teachers, and school principals to correct trainees' mistaken or wrong beliefs about the teaching practice. ...
The study investigated the perspectives of student teachers regarding the opportunities provided by Practicum course, in addition to the barriers that potentially inhibited their performance as teachers. The descriptive approach was used to identify these opportunities and barriers. Participants were (27) females and (31) males. They were all enrolled in the Practicum course offered by the department of curriculum and instruction to students majoring in English at Najran University. A two-part questionnaire was the main instrument of data collection. The first part investigated the opportunities while the second one sought to identify the barriers. Results showed that Practicum course was effective in certain areas such as developing student teachers' supportive relationships with various participants in the Practicum setting; improving their teaching accomplishments and professional achievements; and enhancing their feelings of self-efficacy in being able to affect positively the students under their care. Findings however revealed many shortcomings or obstacles that hindered their performance as teaching practitioners. Such shortcomings were not related to one specific party but many parties such as academic supervisors, school principals, and cooperating teachers. No significant differences among Participants' perspectives regarding the course's opportunities or barriers were found due to their gender or university accumulative average.
... important issue that has been highlighted by many studies (Al-Mekhlafi, 2010;Lateh & Muniandy , 2013;Dweikat, 2013;Hamaidi et al., 2014). Furthermore, knowing the perceptions of EFL student teachers of their practicum context is important in understanding teachers' thought process, instructional practice and learning to teach (Zheng, 2009). ...
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