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Extensive research examines the development and impact of deficit discourse in schools. However, more research needs to be needed to explore how preservice teachers use this language during their preparation. Therefore, our qualitative study explored how deficit discourse became part of five preservice teachers' vernacular when speaking about children and teaching. Findings suggest participants (a) Relied on reductive labels to describe children, (b) attributed their use of these labels to their exposure to them during their practicum, and (c) demonstrated both cognitive dissonance and silent resistance toward deficit language. Implications are for teacher educators and school leaders.

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.

Data analytics is a rapidly growing field that plays a crucial role in extracting valuable insights from large volumes of data. A data analytics practicum course provides students with hands-on experience in applying data analytics techniques and tools to real-world scenarios. This practicum is intended to serve as a bridge between the student's academic environment and the professional application of their skills in an employment and internship setting. This study examined the design of a data analytics practicum course. The main objectives included (1) the identification of topics and skills employers look for in new hires in data analytics-related internships and entry-level positions, (2) the development and implementation of a Data Analytics practicum course and (3) reflection on the first-time offering of the course and suggested improvements for the next iteration. As part of this study, industry and organization survey responses drove the design of the course and development of key student learning gains for five learning modules throughout the semester. Faculty within the departments of information technology (IT), mathematics, and statistics collaborated in the construction, development, and implementation of team-teaching instructional practices of the Data Analytics Practicum in Spring 2023. This study applies an interdisciplinary approach to data analytics practicum development and instruction.

Preparing pre-service teachers is a crucial element to consider when looking to improve student success. Many teachers are not given sufficient resources and feel unprepared when entering the profession particularly around the topic of reading instruction. This study examined the effectiveness of an undergraduate course, with an embedded community partnership, designed to train pre-service teachers in the areas of literacy assessment and intervention. In addition to this, upon completion of the course, pre-service teachers are required to take a state proctored exam, measuring the knowledge and ability to apply content that is taught throughout the course. Pre-service teachers must pass the exam in order to go on to the next phase of the education program. We measured the efficacy of the course by administering (a) a teacher knowledge survey focusing on knowledge and practice growth, and (b) the state-based literacy exam pre-service teachers are required to pass as part of their teacher training program. We found that the course, paired with the community-based individualized tutoring program, provided pre-service teachers the opportunity to gain significant knowledge about teaching literacy. They were able to immediately embed evidence-based instruction into their tutoring sessions, and they felt confident about their ability to do this.

Fieldwork is an integral phase of occupational therapy education, bolstered by a small but growing evidence base. A broad understanding of the state of that evidence base is necessary to inform the directions for future growth. The purpose of this work was to establish the current state of occupational therapy fieldwork literature, map that literature to recognized criteria for educational research, and identify gaps in the existing literature. Authors followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines to conduct a mapping review of articles with a primary focus on fieldwork education of occupational therapy (OT) or occupational therapy assistant (OTA) students in United States (Accreditation for Occupational Therapy Education)-based programs. Mapping criteria included level of education [OT, OTA], level of fieldwork [Level I, Level II], and categories of the AOTA "Education Research Agenda -- Revised" (2018). Sources included four databases (Academic Search Premier, CINAHL, ERIC, PubMed) and one additional journal (Journal of Occupational Therapy Education). A total of 1,619 articles were identified, with 67 articles meeting inclusion criteria. The 67 included articles disproportionately focused on Level II OT fieldwork (53%, n=36), with sparse representation of Level I OTA fieldwork (1.5%, n=1), and addressed only two categories of the Education Research Agenda (2018; 80%, n=54). Level I fieldwork, occupational therapy assistant programs, and large swaths of the association's Education Research Agenda (2018) were dramatically (or completely) underrepresented in fieldwork education research, suggesting important priorities for the immediate future of occupational therapy fieldwork education.

The concepts of bacteriology are still poorly understood by students of the Department of Biology Education, Mulawarman University. Certain ethnic characteristics influence student learning processes and outcomes. A quasi-experiment was carried out at the Department of Biology Education, Mulawarman University in the even semester of the 2022/2023 academic year. The aim of the research was to map members of ethnic-based practicum groups in bacteriology practicum in an effort to empower understanding of bacteriology concepts. Ethnic-based practicum means that the practicum is carried out taking into account the ethnic diversity that exists in each group in the class. The research sample was class A and class B students who were taking a bacteriology practicum program. The research instruments were questionnaires and test questions. Data analysis techniques are percentage and covariance analysis. If there is a significant influence, then proceed with Least Significance analysis Difference. The results of data analysis show that there is a significant influence between the application of the product (a Project-Based Learning-based practicum guide) on understanding the concept of bacteriology as a result of development (p?0.00). The research sample was class A and class B students who were taking a bacteriology practicum program. For further research, practical material needs to be supplemented with other bacteriological materials, and involve more ethnic types.

Teaching has gone beyond mere memorizing of rules and the use of talk and chalk method of teaching. Learning is no longer tied to the four-walls of the classroom hence teachers should adapt to the new digital way of learning. This paper investigated pre-service teachers' perceptions, preparedness and competence in using virtual meeting solutions (Zoom and Google Meet) in non-physical classroom practicum. Three hundred and fifty two preservice teachers selected from the Faculty of Education of a Nigerian University participated in the descriptive research study. A validated close-ended questionnaire and self-rated rating scale were used to gather data from the respondents. The study found out that: i) the respondents perceived the use of Zoom and Google Meet for e-practicum as solutions for teaching and learning in the 21st century; ii) most of the respondents were not adequately prepared for the integration of Zoom and Google Meet into e-teaching practicum; iii) respondents were not pedagogically competent to use Zoom and Google Meet for teaching practicum. This study showed some lapses in TPs' personal development in basic computational skills and teacher digital education programmes. The study suggested solutions that would be useful for concerned stakeholders in digital education industry.

Work-Integrated Learning (WIL) is a form of experiential learning that connects students with workplaces in their chosen field of study. WIL is a vital component of South Africa's teacher education, requiring pre-service teachers to complete a school practicum as part of their qualification. This research explores the question: What are effective WIL models for pre-service teachers in diverse South African contexts? The study reviews the practical and philosophical models of WIL and the concurrent model, examining their implementation in various universities as case studies. The study also identifies challenges, opportunities, and the need for support in South African WIL. The study adopts a social learning theory framework. The study informs how WIL effectively supports pre-service teachers and schools in diverse South African classroom. The study also discusses how WIL can promote education for sustainable development (ESD) and the achievement of the Sustainable Development Goals (SDGs).

The teaching practicum, which is an integral part of any teacher's education, is considered the most crucial and influential stage for student teachers. This study explored the commonalities and differences in teaching practicum programs in three teacher education institutions in Cambodia. Employing a cross-case analysis, the author triangulated the data by examining teaching practicum guidelines, reviewing related documents, and interviewing the practicumin-charge (n = 12). As data display and analysis techniques, the researcher utilized qualitative comparative analysis, in which the relationship among cases was arranged in a "truth table" by variable to synthesize the commonalities and differences. Inductive content analysis was used to thematically analyze the documents. This study found that the organization of the teaching practicum at the three teacher education institutions was less productive in bridging the theory-practice gap because of an unclear follow-up system throughout the implementation process. Moreover, the assessment was inappropriate and unreliable. Additionally, mentoring activities were insufficient and ineffective for helping student teachers. This study has the potential to contribute to the field of teacher education, specifically the teaching practicum, and provide insights for policymakers, because there is little local literature available.

This reflective essay addresses the nexus of two recent events in the United States: (1) the public scrutiny of the relationship between land grant universities and the expropriation of Indigenous lands and (2) the often uncritical and rapid uptake of settler land acknowledgments at public college and university events. We argue that written land acknowledgment statements need to accompany actions that align with declarations of respect and honor. Specifically, we offer readers three concrete ideas through which institutions may further land acknowledgments: challenging their historical legacies, fostering meaningful partnerships with Native Nations and Indigenous Peoples, and materializing resources for this highly underserved, long-neglected, often ignored community.

This article analyzes the "cuir" identity of an EFL student-teacher within the context of his pedagogical practicum. We adopt the term "cuir" as an analytical category to explore how notions of teacher identity and language pedagogy are mutually constructed. The paper challenges the traditional language pedagogy paradigm and its binary-disciplinary and heterosexist constructions of standardization. The findings documented that the construction of "cuir" emerges from the experiences in the body in oppressive situations. Also, a "cuir" identity is sometimes not risked on certain occasions and, in others, is enacted in transgressive ways through pedagogical practices. This study discusses how the "cuir" can be articulated with education, traditionally seen as a locus for normalization, dis-gendering, and dis-embodiment.

This article provides an overview of how student-teachers and the pedagogical practicum are conceived in the Colombian English language teaching field. The study reviewed 72 articles in three levels of analysis: extraction of corresponding knowledge, epistemic review, and concatenation of emergent insights. The analysis reveals that student-teachers are conceived as subjects with principles, values, beliefs, responsibilities, and knowledge. Meanwhile, the pedagogical practicum is an academic space, process, and experience constituted by purposes, practical knowledge, and building relationships. This literature review mainly contributes to the field as an invitation to continue revising the foundations of the pedagogical practicum and the kind of student-teachers that this space may develop.

Field-based practicum experiences are essential in connecting classroom theory to the real world. In this mixed methods study, we analyzed principal candidates' perceptions of their summer residency practicum experiences via a self-assessment principal leadership competency instrument and virtual semi-structured interviews. We found that principal candidates expressed leadership growth in the following Texas principal leadership competency areas: Strategic Operations, Human Capital, and Executive Leadership. These findings were consistent in our quantitative and qualitative data analysis. Conversely, the principal candidates stated that their greatest leadership challenges during the summer residency practicum involved providing instructional feedback and engaging in difficult conversations. The results of this study may assist principal preparation programs in revamping their curriculum to include a more meaningful residency-practicum experience.

As the trend for English as a medium of instruction (EMI) increases, teacher self-efficacy to teach the contents of their teaching materials in an EMI context has become one of the major challenges. This study investigated the self-efficacy of Indonesian non-ELT pre-service teachers to teach in an EMI context. Two Indonesian non-ELT pre-service teachers, in charge of teaching biology and chemistry in English, in a secondary school in Thailand were interviewed to gain an indepth information about their experiences. The data from their teaching reflections and interviews were analyzed using thematic analysis. The study shows that both participants perceived that their self-efficacy to teach in EMI context was quite high despite various obstacles during their teaching practicum. Furthermore, four sources of efficacy information appeared to influence the Indonesian non-ELT pre-service teachers' self-efficacy to teach in the Thailand EMI context. Mastery experience (the personal experience of success) was the most influential source of efficacy information, followed by the other instances of self-efficacy sources including social persuasion, emotional state, and vicarious experience. The implication derived from this study is that the teacher training institutions in Indonesia need to facilitate the pre-service teachers to help them perceive their self-efficacy to teach in EMI context.

With the intent of facilitating the professional development of English-as-a-foreign language (EFL) teacher trainees, the impetus of this qualitative study is to evaluate the depth and breadth of teacher reflection using vignettes within an initial teacher education program. To this end, this study utilized the vignette technique to reveal 12 EFL teacher trainees' reflectivity from a collegial perspective. Over a nine-week time period, the participants worked in pairs, and each pair first created vignettes based on their observations or teachings in practicum. Afterwards, they generated reflective responses to the pre-designed questions, which led them to think about the problematic or critical issues raised in the vignettes of their pairs. At the end of the process, a total of 108 vignettes were gathered. The whole qualitative data was exposed to the analysis in light of the two-dimensional framework of Fund et al. (2002), which focuses on both the depth and breadth of teacher reflection. Results indicate that the vignette-based reflections showed more balanced variety in breadth, whereas they did not contain a great number of comments made at deeper levels of reflection. Therefore, it is recommended that all the stakeholders should take more active roles to foster reflectivity and criticality toward educational matters raised in the vignettes.

This year-long action research (AR) study, conducted in the context of a physical education teacher education (PETE) program in Portugal, explored how critical reflection among preservice teachers (PSTs) developed in response to tailored questioning by an external facilitator (EF). Participants were six PSTs and the first author, who assumed the dual role of EF and researcher. Four AR cycles, each involving a self-reflection analysis, intervention, and the development of the PSTs' reflections were completed. During each AR cycle, the EF examined the PSTs' teaching-learning practices and views and generated tailored questions to support critical reflection. Data were collected through focus group interviews and written reflective journals. The EF also made participant observations to contextualize each PST's teaching-learning process, resulting in field notes. Using various question types (e.g. leading, probing, and procedural next-step questions) designed to address individual needs, PSTs progressed from a basic reflection level to thinking critically about their teaching-learning practices. The questions were helpful for PSTs in interpreting daily issues faced in teaching-learning and understanding the relevance of self-analysis and attention to learners' needs in fostering critical reflection. Given these results, we recommend that PETE programs incorporate a component or module explicitly promoting reflection on and analysis of PSTs' pedagogical practices.

The purpose of this systematic literature review was to understand trends in field experiences that were part of early childhood special education (ECSE) teacher preparation activities in the United States. Thirteen studies that included an analysis of ECSE teacher candidates (TCs) completing at least one field experience, including coursework-based practicums or student teaching internships, were published between 2013 and 2022 and reviewed. Specifically, we examined the demographics of TCs and student participants to understand who was included in this research. Field experience parameters including setting, duration, instructional approach, and instructional focus were reviewed to draw comparisons between the various approaches to structuring TCs' early teaching opportunities. Finally, specific learning activities and feedback opportunities within field experiences, as well as TC and student outcomes of the studies, were explored to determine current trends and findings. Implications for research and practice are discussed.

This paper explores the education of prospective teachers with regard to the Theory of Didactical Situations when they engage in lesson study. We particularly focus on studying how a lesson study process oriented towards the Theory of Didactical Situations contributes to increasing prospective teachers' self-efficacy to plan and teach lessons based on such theory, reducing the gap between theory and practice. Prior to the study, we will discuss how the theoretical postulates assumed in lesson study affect crucial aspects of the process. The study is implemented with 47 prospective early childhood education teachers. We also consider another group of 47 prospective teachers that were engaged in practicum at the time the lesson study process took place. Using a quasi-experimental methodology based on a questionnaire developed ad hoc that captures the particularities of the didactic paradigm assumed, the results of our study show that both lesson study and practicum lead to a statistically significant increase in future teachers' self-efficacy to plan and teach lessons in line with the paradigm assumed. However, size effect measures show that the increase observed in the lesson study group is significantly higher, which supports the benefits of lesson study in initial teacher education. We discuss what the features of lesson study are that could be related to this increase. Finally, we sketch new lines of research connected with the benefits of lesson study versus other teacher education experiences like practicum, as well as with links between self-efficacy and knowledge growth in lesson study.

The current study sought to characterize three partnership models in Israeli academic institutions--the traditional, the academia-classroom, and the clinical field-focused models. 42 interviews were conducted with educators (teacher educators; mentor teachers; program heads) at 14 Israeli colleges and universities where the programs take place. Differences between the models were found in relation to the role definition of the mentor teacher, the relationship between the pre-service teacher and the mentor teacher, the contribution of the practicum to the pre-service teacher, and the connection between theoretical and practical knowledge. Furthermore, the contribution of each of the three models is reflected in the scope of the experiential-clinical component of the practicum; school-academia partnerships; and the role of the principal of the training school. The study highlights the value-added meanings and contributions of the experiential-clinical component in teacher education programs in general and in the practicum in particular.

This paper reports on an action research (AR) study that pre-service teachers conducted to assess their students in practicum. Based on Xu and Brown's (2016) assessment literacy (TALIP) framework, we aim to empower them in a real classroom atmosphere. Data were collected systematically and came from interviews, pre-service teachers' own exams, observations, evaluations of students, and reflections. The qualitative analysis was used to identify the realities and constraints of the classroom, to plan alternative ways of assessment, to reveal the observation results, and to make sense of the reflections. Results showed that pre-service teachers gained an awareness of the gap between the EFL curriculum and the assessment practices in real classrooms, built self-confidence over their engagement with AR for preparing to assess, and developed a tacit understanding of assessment literacy through experience in real context. Suggestions are provided for assessment courses in pre-service teacher education, practicum practices, and future research.

There is scant research on preservice English as an additional language or dialect (EAL/D) teachers' paired practicums in an online context. Underpinned by Cultural Historical Activity Theory, this paper explores how preservice EAL/D teachers exercise their relational agency during online paired practicums. Data were collected from five preservice EAL/D teachers' weekly journals written during their paired practicums and interviews after they completed their paired practicums. Following the key components of relational agency, the thematic analysis highlights the dialectical relationship between preservice teachers' relational agency and different types of collaboration, evidenced by the formation of mutual objects, tool mediation, and shared expertise. This paper provides new insight into how preservice teachers' knowledge, especially related to the affordances of technology, may be expanded and mediated by collaboration.

Practicum is one of the most important components of teacher education programs due to providing pre-service teachers with valuable experience and insights into teaching in a real-life context. However, it is necessary to examine the effectiveness of practicum at certain intervals from different aspects to maintain the high-quality teacher education. Considering the new curriculum implemented in practicum from 2021 on, this study scrutinized 32 pre-service English as a foreign language (EFL) teachers' views and experiences in four different types of practicum schools, including middle school, vocational training high school, Anatolian high school, and religious vocational high school. The study is qualitative in nature, utilizing reflection forms and semistructured interviews. Findings revealed a common agreement among participants on the benefits of practicum in terms of observation of mentor teachers, gaining teaching experience through individualized feedback, and realizing a theory and practice balance. However, findings showed some problems regarding several issues such as mentor teachers' lack of guidance and support as well as being a bad role model, insufficient feedback, insufficient technological infrastructure in the classrooms, and frequent occurrence of idle classes. Several recommendations are provided to improve practicum and hence teacher education.

This study examines the commitments of an alternative teacher education program in linking theory and practice, one of the most prominent problems of the field. This qualitative phenomenological study drew from semi-structured interviews with seven faculty members and associate instructors, electronic surveys with seven program students, participant observation and field notes in seminar sessions, one program faculty meeting, and one community meeting, and curriculum materials. The findings suggest that the design of the program and the roles and (inter)actions of the stakeholders within the program created a dialectical interplay. Linked with this interplay, Teachers' Society provided a setting for collaborative learning during which theory is extracted from experience.

There has been a gradual change in Korean English curricula and education systems over recent decades to enhance the ability to communicate in English confidently in an increasingly globalized society. The Korean government has been initiating new policies in English curricula to improve the quality of English education in state schools; accordingly, English teacher education has also been intensified, with more attention to teaching speaking. Therefore, there is a need to investigate the impact of teacher preparation on classroom practice through empirical research considering Korean educational contexts. This study explores preservice English teachers' learning through initial teaching practice in the area of teaching speaking in Korea, which has seen major policy changes in recent years but has had limited empirical investigation. Two pre-service English teachers' perceptions and practices of teaching speaking are examined, from the perspectives of influences on, and changes in their cognition. Data include classroom observations, semi-structured interviews in sequence, documents, and qualitative questionnaires. The overall findings show limited impact of the practicum on their cognition development, and incongruence between their cognitions and practices of teaching speaking due to the gap between theory and practice. Implications for improvements are discussed, as well as suggestions for further study.

Before the COVID-19 pandemic, pre-service English as a Foreign Language (EFL) teachers (PSTs) experienced various forms of teaching anxiety. However, during the pandemic, they likely encountered additional, different types of teaching anxiety, especially at the teaching practicum stage. This study investigated factors causing anxiety in these PSTs prior to the practicum. It surveyed 257 PSTs from 10 polytechnic universities across Thailand scheduled to conduct a teaching practicum in the subsequent semester. The findings indicated that 246 PSTs (95.7%) had no prior experience with online learning. The PSTs reported being most familiar with Zoom and Google Meet, that these were the most convenient learning platforms, and also being most proficient in them. Two of their greatest concerns regarded online teaching, namely how they would do their practicum, e.g., hybrid, and what equipment and facilities schools would provide for them. Regarding anxiety, the participants demonstrated extremely high levels on four factors all associated with online teaching: the mode of instruction, whether online, onsite, or hybrid; the stability of the internet connection during online teaching; their teaching skills in the online mode; and their ability to integrate technological applications into their teaching. Given the participants' anxiety towards online teaching, pedagogical implications are discussed.

During the distance education process caused by COVID-19, students do not have sufficient opportunity to do pedagogical practice, which requires strengthening their practice-oriented component of learning in other forms. This article substantiates the relevance of quasi-professional educational environment in the system of professional training of future teachers, which implies the creating conditions at the university as close as possible to the realities of the teacher's work. The conditions which allowed to improve the graduates' readiness to do their professional duties were developed and experimentally proven. The peculiarities of quasi-professional tasks based on imitation of real work situations, where student has no rules or samples for the completing, are revealed. In this way, they independently develop possible models for their behavior in similar situations, based on theoretical and methodological knowledge and skills. The effectiveness of the author's system of quasi-professional tasks aimed at the development of students' pedagogical thinking and their mastery of the experience of modeling lessons is presented and examined. They are represented by three groups: didactic, methodological and technological, each of which has a specific purpose. It allows to cover all the spheres of professional development of higher education students: motivational, cognitive-operational and reflexive.

Web programming courses are practical courses that can only run with the help of computer devices. The content or learning content in web programming courses is in program code directly created with a computer. The models developed include conceptual models, procedural models, and physical models. The research method used is Research and Development (R&D) using the Dick & Carey instructional system design model combined with the Hannafin & Peck model. The learning model was tested for feasibility and effectiveness before being implemented. The learning model developed has four components: syntax, reaction principle, social system, and support system. The feasibility of the model is seen from the percentage of the results of the one-to-one evaluation, which is 91.47%, the small group evaluation is 94.88% and the field trial evaluation is 92%. The effectiveness test results can be seen from the increase in the post-test score with the pre-test reaching 68.7% and the percentage of the success rate of student studies who have carried out learning with the tutorial learning model reaching 83%. The result of this research is a web programming learning model computer-based learning tutorial that is effective for improving student learning outcomes in web programming courses.

During their kindergarten placements, teacher candidates are learning to teach with young children who may be experiencing linguistic and racial hierarchies in a formal institutional setting for the first time. The purpose of this research is to understand how teacher candidates make sense of the socially constructed boundaries of language and race in their practicum placements in kindergarten classrooms. In our critically informed inquiry, we draw on translanguaging and LangCrit to understand the process of language teaching and learning in kindergarten classrooms. The three teacher candidates in this article, Yu, Fie, and Charlotte, took a required course on supporting multilingual students in the mainstream classroom as part of their requirement to become Primary/Junior (K-6) teachers and were interviewed on their experiences with multilingual children during their practicums. Four major themes were found in the data: language hierarchies during practicums, subverting language hierarchies, translanguaging with families, and racialized experiences of speaking Mandarin. Much more than other grade-level placements, kindergarten placements were spaces where the candidates witnessed communication break down, with families and children refusing to speak English.

Teacher preparation for generalist (non-specialist) elementary teachers in Ontario typically comprises one compulsory music class. In entry surveys, many generalists describe themselves as highly apprehensive about and unconfident in their ability to teach music, confirming previous research. Using narrative inquiry, we explore the stories of both preservice and in-service generalist teachers. Data from focus groups with preservice teachers revealed that most participants felt markedly more comfortable with the prospect of teaching music in primary grades after taking our music courses; while fewer expressed confidence in teaching music to junior/intermediate grades. However, preservice teachers are rarely given the chance to observe or teach music while on practicum. Interviews with in-service generalist teachers revealed that a lack of confidence compelled them to take part in intentional, incremental, self-directed learning experiences to further develop their knowledge and skills for the elementary music classroom. The pandemic largely halted music activities, creating new barriers for generalist in-service teachers who teach music. The enduring gaps identified by this research are how to build more opportunities for generalist preservice teachers to practice their newly acquired skills while on practicum; and how to better support generalist in-service teachers to acquire additional skills for teaching music once in the classroom.

Reflection plays an important role in the professional development of teachers. This study is analyzing the role of reflective practices in teaching practicum teachers. Reflection helps in learning from experience and taking corrective actions to change behavior positively. Objectives of this study include; the effect of reflective practices on the professional development of prospective teachers and exploring the effect of reflection on pedagogical strategies and instructional techniques of students. To explore teacher's perceptions and experiences qualitative research design is used. Interview schedules helped in analyzing the narratives of teachers. The findings show that teachers were ecstatic about using reflection to enhance their teaching practices and encourage students' learning but due to time shortages and extended curriculum in schools, they were confined and bound.

The aim of this study is to evaluate prospective mathematics teachers' knowledge of teaching strategies on geometric objects by observing their instruction through teaching practicum. Because the observation is of prospective teachers' teaching-strategy knowledge in real life contexts, conducting the study in a classroom environment enables this study to get more valid and reliable results. On this basis, we followed an evaluative case study research-design based a on qualitative research paradigm. The participants were seven elementary prospective mathematics teachers studying at a state university in Turkey. In the data collection process, interviews and observations were used, and the data obtained were analyzed via both descriptive and content analyses techniques. The findings suggest that prospective teachers do not have a wide knowledge on the sort of strategies used in teaching geometric objects; they generally adopted traditional methods, and, due to the abstract nature of geometric objects, their instruction were ineffective at clarifying the dimensions of concept. Besides, it is seen that a real-life environment is beneficial in terms of achieving more realistic and in depth results.

This research examined the direct and indirect links of supervisory working alliance on supervisory satisfaction. Participants were 291 supervisees who had participated in individual counseling practicum courses either in undergraduate or graduate Psychological Counseling and Guidance program in Turkish universities. Data were collected using the Brief Form of the Supervisory Working Alliance Inventory (BSWAI-T), Supervisee Disclosure in Supervision Scale (SDSS), and Supervisory Satisfaction Questionnaire (SSQ). Research results indicated that supervisory working alliance made direct contributions to supervisory satisfaction. In addition, the supervisory working alliance contributed indirectly to supervisory satisfaction via supervisee disclosure in supervision. Supervisory working alliance and supervisee disclosure in supervision explained 56% of the variance in supervisory satisfaction. This study offers novel insights into the role of supervisee disclosure in supervision as an underlying mechanism that operates on the influence of supervisory working alliance on supervisory satisfaction. Implications for the supervision process and counselor training are discussed.

Although an international teaching practicum is assumed to broaden teacher candidates' cultural, linguistic, and pedagogical knowledge, the nature of this growth and its relation to teacher education practices have yet to be fully explored. Using a sociocultural perspective and drawing on the concepts of teacher socialization and a growth mindset, this qualitative case study investigates the experiences of a U.S. preservice teacher teaching English in a Mexican primary school. Analysis of teaching observations, the participant's reflections, and an interview revealed the teacher's growing sensitivity to the teaching context. She gradually recognized the differences between teaching English in the two countries, prompting a shift in pedagogy to one more compatible with teaching English as a foreign language. The importance of teaching context on teacher socialization is also examined.

In an initial English teacher education program at a Chilean institution, early and professional practicums were re-invented during the COVID-19 pandemic to ensure the continuity of this process. This study analyzed the context and conditions under which these practicums unfolded and how the process influenced participants' pedagogical and professional knowledge development. Forty-two preservice English language teachers undergoing early and professional practicums online throughout 2020-2021 answered an online questionnaire which was analyzed through descriptive statistics and content analysis. Findings revealed preservice teachers' problems, strengths, weaknesses, and challenges while interacting with pupils, cooperating teachers, and supervisors, as well as the development of some pedagogical and professional knowledge. The findings may serve to make adaptations to increasingly challenging teaching contexts.

Although technology is a vital part of 21st-century education, teachers in English as a foreign language (EFL) contexts face challenges when using digital tools in their teaching. Studies have been conducted with in-service teachers to understand their beliefs and practices with digital learning of English. However, there is a gap in the literature about investigating the technology integration beliefs and practices of newly graduated EFL teachers who experienced online teaching practice during their pre-service education. Thus, this study aimed to investigate how novice teachers' online practicum affects their teaching with technology in face-to-face classrooms. To this end, this study adopted a qualitative case study research design and collected data through six open-ended questions from 20 Turkish novice EFL teachers who received their teaching practice and school experience courses online and conducted semi-structured interviews with 5 participants. The thematic analysis of the data showed that the participants were aware of the importance of technology use, and their online teaching practice experience helped them get familiar with teaching English with digital tools before graduating. However, the lack of resources and support in their current face-to-face teaching contexts prevented them from using technology. The findings revealed that teacher education programs should offer updated content and opportunities for creating digital material to prepare EFL teachers for the future.

This study aimed to determine the degree of availability of comprehensive quality standards (objectives, content, management, the role of academic supervisors, the role of the kindergarten headmistress, the role of cooperative teachers, the assessment of the practicum) for improvement the practicum training of the Kindergarten program in Saudi Arabia, and the statistically significant differences in the degree of availability among these standards according to geographic location, cultural, social, environmental factors and GPA (grade point average). The study adopted the interpretive analysis to collect data through questionnaire with seven (7) criteria and detailed aspect for each criterion. The respondents were chosen forty-eight (48) students in the eight (8th) level of the Kindergarten program. The respondents' gathered data were tabulated and computed by the statistical means that were classified into three levels; high, moderate and low, and to identify the differences of students' average responses, face validity, Cronbach alpha reliability coefficient and ANOVA one-way analysis of variance were used. An analysis of students' open answers was also conducted. Results revealed the program's strengths and weaknesses. There were no statistically significant differences in the degree of availability among the comprehensive quality standards according to location, cultural, social, environmental factors and GPA. In light of the analysis results, we recommended reconsidering the different aspects of the current practicum training to meet the requirements of the specified comprehensive quality standards.

This research employs an exploratory case study design within the qualitative paradigm of educational research. The study has been conducted in one of the private teacher education institutes in Karachi. On HEC's notification of phasing out of 1-year B.Ed., the institute offered B.Ed. (Hons) degree programme in affiliation with the Karachi University. The first cohort of B.Ed. (Hons) is working at different educational institutes. This study was carried out to explore the contribution of the B.Ed. (Hons) programme in preparing prospective educators for their professional responsibilities. Employing a qualitative research method allowed the researcher to transmit the ideas, experiences and testimonies of the B.Ed. (Hons) graduates. Reflecting on their experiences, graduates have acknowledged the contribution of different aspects of the programme including learning from the compulsory and enrichment courses, exposure of academic and co-curricular activities, research and field work experiences of teaching etc. creating an impact in their professional lives. The perceived experiences of the participants show that learning from B.Ed. (Hons) has helped them change their perspectives of teaching and learning, provided them with greater opportunities at the workplace and helped them to meet their professional responsibilities and commitments. The study recommends continuation of providing support mechanisms and enrichment courses for the student body.

This article examines student teacher perceptions regarding the benefits of the teacher education practicum. For this purpose, a cross-sectional study was performed using a questionnaire. Participants consisted of 455 students from the Early Childhood and Primary Education Degrees studying at a university in the Madrid community. The questionnaire was administered between the academic years of 2017/2018 and 2021/2022 (2019/2020 was excluded due to the pandemic), at the end of each practicum period of the 2nd, 3rd, and 4th year courses of the distinct teaching student cohorts. Results were analyzed based on a quantitative perspective, revealing relevant benefit and utility profiles, confirming that the variable that most modulates student perception is the Practicum period (finding lower scores for the intermediate practicum), followed by the gender variable, and finally, the Degree variable, which has the most stable results. These findings are discussed, highlighting certain proposals to improve teaching practicum programs, and to encourage a better knowledge of the teaching practicum in terms of its benefits and usefulness, considering the teacher candidate perspective.

The process of learning and teaching involves the organization of the interaction among teachers, students, and content. The focus of this study was to enable the student teachers' experience of deliberate practice to improve their organization of specific content and develop practice skills in classroom environments. This study, which adopted a holistic singlecase method, examined fourth-year student classroom teachers' content organization skills in a teaching practicum course. The study was conducted with 11 fourth-year student teachers, who were attending a teaching practicum course, and data were collected through an openended test, a semi-structured interview form, and lesson plans. The student teachers were provided with four weeks of training on the components of concepts and generalizations, and with information selecting-organizing-integrating (SOI) techniques. The participants were asked to prepare lesson plans and implement them in the classroom environment. Over six weeks, the researchers provided the participants with feedback and corrections for the lesson plans they prepared. The findings showed that the participants could not reflect the SOI techniques and the components of the concept and generalization in the lesson plans they prepared at the desired level. When the findings from this study were evaluated, we can state that organizing the content in lesson plans and the application of it is indeed a challenging process for student teachers. To efficiently carry out the said task, they need effective and well-structured support from teacher educators.

A team of teacher educators conducted a phenomenological study to explore the perceptions of teacher candidates (TCs), their cooperating teachers (CTs), and university supervisors (USs) during and after they participated in a redesigned seven-week practicum that led directly into seven weeks of student teaching. Data were collected via two surveys with open-ended prompts and revealed three distinct themes across the three groups of participants: relationships, preparedness, and professionalism. Opportunities, presented by the redesigned field experience, were seized upon but in varying ways dependent on each group of participants (TC, CT, and US). The findings from this study are significant because unlike other studies that just examine the perspectives of one group of the triad, the goal of this research was to understand the perspectives of the entire triad (TC, CT, and US). Recommendations for teacher education programs interested in redesigning their field experiences are shared.

A sense of self-efficacy is an essential factor in preservice teachers' professional growth. This paper aims to explore pre-service English language teachers' sense of self-efficacy in teaching, which includes their perceptions of their teaching abilities and concerns during teaching practicum. Accordingly, this study employed a mixed methods approach with a cohort of final year students of the English language education department as the respondents. It was conducted in a university-based teacher education program in Indonesia with an online survey and interview as research instruments to collect the data. The data gathered were examined separately with descriptive statistical analysis and thematic analysis. Then, the two analyses were merged and their convergence as well as divergence were examined. This revealed that the participants' self-efficacy varied according to teaching tasks. One of their major concerns was their proficiency in the English language. The challenge related to classroom practices, including to speak fluently and accurately in the target language as well as teach it, appeared to give them pressure and affect their anxiety. Those results highlight the importance of understanding the conditions of pre-service teachers as beginning teachers, especially their teaching efficacy. Furthermore, this study strongly recommends continuous and systematic support from teachers/lecturers and school community to embrace future teachers in the teaching world.

The purpose of this study was to establish whether application of the four states of relatedness (connectedness, disconnectedness, enmeshment, and parallelism) and four processes or social competencies (belonging, reciprocity, mutuality, and synchrony) within the theory of human relatedness may have relevance and transferability to the practicum experiences of an international nursing student population. Secondary data transcriptions derived from focus groups involving 20 final-year pre-registration nursing undergraduates at an academic institution in Hong Kong which directly examined their placement reflections and views were analyzed against the states of relatedness and process or social competences identified within this theory. Data from the study provided evidence to support every state of relatedness and process or social competency within the theory of human relatedness. Evaluating pre-registration nursing student placement experiences against this theory suggests that improving a practicum may necessitate creating conditions for workplace learning which more effectively foster connectedness, belonging, reciprocity, mutuality, and synchrony, minimize the need for parallelism and help prevent disconnectedness and enmeshment.

Support from industry professionals is essential to meet the increasing demand for high-quality work-integrated learning (WIL) that forms a core component of university curriculum in various health professions. This qualitative study used an online survey to investigate the current landscape of exercise science and physiology WIL opportunities in Australia, building from a previous 2013 study. Factors were identified from 76 practicum supervisors that restrict and promote willingness to provide WIL opportunities, with recommendations made on how to better support and engage current and future supervisors. Fifteen factors were identified that influenced supervisor WIL engagement, with four factors reported as 'promote', six factors reported as 'restrict' and five factors identified as promoting and restricting. Using these findings, recommendations were made around five key issues related to supporting sustainable, engaging future WIL opportunities. An update was also provided on status of recommendations resulting from the 2013 research and remaining areas for action.

Background/purpose: The significant role of mentor teachers during practicum studies necessitates training that specifically addresses mentoring expectations in the teaching context. Drawing on critical constructivist teacher education, this study aims to investigate the expectations of student teachers, mentor teachers, and university supervisors from mentoring. Materials/methods: Data were collected from 79 preservice teachers, 37 mentor teachers, and six university supervisors through a researcher-designed questionnaire and in-depth, semi-structured interviews. Results: Analysis of the participants' responses showed that all three groups chose giving feedback to student teachers and knowledge on mentoring duty as the two most important themes that mentor teachers should receive training for. In addition, observing student teachers was another prominent theme for the mentor teachers group, whereas the student teachers group underlined the theme of knowledge on practicum procedures as a concern to be addressed in the training of mentors. Conclusion: The results provided not only valuable data to inform an online mentor training program, but also uncovered concerns experienced by all three participant groups, highlighting certain actions that are recommended to be taken.

Objectives: This study assessed pre-service teacher stressors, coping strategies, and achievement during teaching practicum in a Nigerian public university. Method: The study adopted the quantitative case study approach. The population consisted of all 300-level students in the faculty of education in the university who had completed their teaching practicum for the first semester of the 2020-2021 academic session. The quota sampling technique was used in selecting a sample of 130 pre-service teachers. We analysed data using multiple regression. Results: Findings revealed the stressors and coping strategies, controlling for gender, did not significantly predict achievement in the teaching practicum. Several coping strategies and sources of stress were identified among student teachers. Conclusion: Although pre-service teachers in many Nigerian teacher training institutions report various stressors and coping strategies, these do not predict their achievement during practicum. Implication for practice: The results can be useful in curriculum planning and policy design, especially for methodologies of coping and overcoming the various stressors accruing from the teaching profession in general. For universities and colleges of education, teacher trainers have knowledge about the teaching practicum, stressors, and the various coping strategies to be considered and appropriated into pre-service teachers' training for optimal performance.

This research was aimed at: 1) enhancing practice of microteaching for Thai-teaching major students to assure their readiness in organizing instruction during the spread of COVID-19 virus situation, and, 2) providing guideline for carrying out microteaching for students majoring Thai teaching to assure their readiness in organizing instruction in the midst of the spread of COVID-19 virus situation. This research had utilized qualitative research methodology for the study. The sample subject used were selectively selected from Thai-teaching major 4th year undergraduate students (61 code number) who had registered in the course 100488 MICRO TEACHING PRACTICE, in 2nd semester, 2021 academic year, totaling 8 subjects. The research instruments included 1) plans and schedule for instructional organization on microteaching, 2) worksheet for organizing microteaching learning plans, 3) form for recording the instructional preparation for each skill, 4) self-assessment form, 5) student's feedback form, 6) teaching observation form, 7) post-instruction reflection form, 8) group discussion, 9) individual student interview, and, 10) reflection form to be responded by students at the end of the course. The qualitative data were analyzed via content analysis on the findings obtained from observation, interviews, focus group discussion, student's instructional practice and their performance outcomes. Outcomes of the research are as follows. Firstly, actions to help enable students could come in form of: 1) enhancing new knowledge and learning experience, 2) comparing what occurring to the students between pre-instruction and post-instruction to see if and how students changed, improved, developed, themselves, 3) promoting microteaching practicum to enable students to train themselves on communication skills, skill in constructing instructional media, teaching skills, and thinking skills, and, 4) As the results of utilizing microteaching practicum, students had gained knowledge and readiness in carrying out online instruction. Secondly, the researcher had proposed the guideline called "9 pinciples for facilitating microteaching practice for Thai-teaching major students to gain readiness in organizing instruction in the spread of COVID-19 virus situation."

This study aimed to investigate the effect of school-based practicum experience on the self-efficacy of pre-service teachers (PTs) enrolled in Teacher Education Professional Diploma (TEPD) in Jordanian universities. The study followed mixed methods research. In the quantitative part, an online questionnaire was administered to 134 pre-service teachers (PTs) at the outset of the practicum program. Then it was readministered to the same sample after completing the practicum. In the qualitative part, semi-structured interviews were conducted after the practicum program to investigate the skills acquired by PTs during the school practicum and to identify the challenges, they faced during the school practicum experience. In the qualitative part, a total of 18 students voluntarily participated in the interviews. Results showed that the school-based practicum experience had a statistically significant effect on the overall mean scores of the PTs' self-efficacy in the pre-and post-applications and each study area (instructional strategies, classroom management, and student engagement). Furthermore, PTs reported several challenges during the school practicum, including the role of the academic supervisor, the cooperating school, the cooperating teacher, the nature of the TEPD program, and dealing with students.

The unprecedented introduction of COVID-19 in Spring 2020 has created an academic earthquake in higher education. There was an instant halt to academic programs, student support, the learning environment, instructional methods, and delivery at all levels. Teacher educational programs were no exception. These programs consist of both coursework and a culminating practicum. There was an instant need to conceptualize a model that would assist with transitioning pre-service teachers from a traditional teaching practicum to a virtual teaching practicum. This model would ensure the demand was met from the Ministry of Education for qualified teachers despite the global pandemic. Hence, a team of researchers at the University of The Bahamas designed and developed two virtual teaching practicum models. They were the foundational platform for transitioning pre-service teachers from traditional to virtual teaching practicums. Implications for theory and practice are also discussed. [The page range cited on the .pdf (pp. 1-29) is incorrect. The correct page range is pp. 1-28.]