Challenges in Practicum: Views and Perceptions of EFL Pre-service Teachers towards Field Experience Skills in Real Classrooms

Abstract

The purpose of this classroom action research was to investigate the perceptions of English as a Foreign Language (EFL) pre-service teachers towards the challenges they face in teaching experience during the practicum period. The participants were 35 Saudi EFL female pre-service teachers in the Educational Diploma Program (EDP) attending Teaching Practicum (1) Course in Taibah University, Saudi Arabia. A mixed method, which contains both quantitative and qualitative research design, was used to collect data. Research instruments comprised a perception opinionnaire designed to measure the perceptions of EFL pre-service teachers towards the challenges they face in teaching experience during the practicum. The results showed that EFL pre-service teachers considered the observation period during the Teaching Practicum (1) Course between moderately and extremely beneficial. The results of the perceptions of EFL pre-service teachers regarding classroom-teaching skills were between highly and moderately to low challenging. Additionally, their skills related to school environment indicated less challenging than skills related to classroom teaching experiences. The results of the open-ended question were divided into three meaningful and thoughtful categories to add much depth and understanding of the research problem. Some recommendations based on the results were derived. For example, EFL pre-service teachers needed further development in teaching experiences and skills related to classrooms and school setting. Furthermore, meetings, workshops, and/or small discussion sessions need to be conducted between all the stakeholders in the practicum to explore problems and anticipate possible solutions.

Interventions to Improve a Practicum Course for EFL Teachers in Saudi Arabia

“…Similarly, participants in Ulla (2016) research also suggested decision-makers to consider giving more time to practice teaching. However, Alamri (2018) study revealed different suggestions for changes, given Alamri participants stated other challenges. Issues like preparing daily lesson planning, presenting the lessons, preparing quizzes, dealing with the teaching load, and dealing with the school administration staff.…”

“…As stated in Çapan (2014), student-teachers must have sufficient opportunities to practice teaching before becoming qualified teachers. However, Alamri (2018) reported different results. Alamri found the following challenges: preparing daily lesson planning, presenting the lessons, and preparing quizzes.…”

“…Regarding the instructional benefits, three of them show alignment with findings from previous studies. For instance, (Alamri, 2018) reported selecting appropriate teaching methods as one of the skills related to classroom teaching experience. In this study, being introduced to practical teaching tips and techniques was the main gained instructional benefit.…”

“…In the context of ELT in Saudi Arabia, Alamri (2018) used mixed method action research to examine 35 Saudi female student-teachers on the challenges they face when teaching during the TP course at Taibah University. The findings indicated that the observation period was moderately to extremely beneficial to the participants.…”

Examination of the Pre-service Teachers’ Experiences and Perceptions on Teaching Practices: English Language Teaching Case

“…As mentioned above, teaching practices are carried out in various but fundamentally similar ways. The relevant literature shows that the number of studies evaluating the teaching practices is limited both locally (Seferoglu, 2006;Coskun & Daloglu, 2010;Akcan & Tatar, 2012, Karakas, 2012Öztürk & Yıldırım, 2014;Celen & Akcan, 2017;Yalçın Arslan & Ilin, 2018;Babanoğlu, 2021), and globally (Fetherson, 2009;Peacock, 2009;Grudnoff, 2011;Jackel, 2011;Batool, Ellahi & Masood, 2012;Caires, Almeida & Vieira, 2012;Alamri, 2018;Karim, Shahed, Mohamed, Rahman, & Ismail, 2019;Yin, 2019;Khatib & Rahgoshay, 2021). However, to improve and Arab World English Journal www.awej.org ISSN: 2229-9327 75 maintain the effectiveness and quality of teaching practices offered in pre-service teacher education, regular evaluation is needed (Musset, 2010).…”