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Teaching practice is the most important part of teacher training programme. It should be the central pivot of the professional training. Good and effective teaching is an achievable art, but hard work, patience and struggle is needed for it. Teaching practice is the practical aspect of teacher training and it is an assortment of factual and dramati...
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Context 1
... that students are strongly of the view that more time should be devoted to preparing teachers before teaching practice starts. Table 25. The student teachers should be allowed to sit in each other's classes to observe strengths and weaknesses. ...
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Citations
... Some students remained in the same mindset throughout the year, while others thought that teaching was "not such a bad thing after all". Up until the point when they had to leave for teaching practice, all of the students had kept up with the course (Gujjar et al., 2010). The novice educators were questioned about their experiences during teaching practice and whether these experiences may have changed their views of the teaching profession near the end of the practicum. ...
... This type of unprofessional conduct stands in direct contrast to the envisioned role of mentors, as articulated by Van Katwijk et al. (2023). According to their perspectives, mentors are expected to provide continuous guidance and leadership to student teachers, offering constructive feedback on areas of improvement, recognizing strengths, and nurturing the growth of student teachers until they can effectively lead their own lessons (Gujjar et al., 2010). ...
... Interacting with a real classroom setting adds invaluable context, elevating theoretical understanding to practical application. In essence, knowledge gains authenticity and depth through hands-on teaching practice (Gujjar et al., 2010). ...
Teaching practice is an essential element of teacher training for perspective teacher. It allows future teachers to gain practical learning and instruction training. In this research, the researchers seek to determine how these experiences affect and how student instructors view the teaching profession. Researchers explore the experiences of student teachers in the Bachelor of Science in Education (BS Education) at University of Narowal during their 2 months teaching practice in the district Narowal. All the 43 novice eductors were selected for this research and researcher collected the data by using semi-structured interviews technique with all student instructors, and themes were found and the data was analyzed through content analysis methods. Researcher found that, despite having great teaching practice experiences, novice educators encountered difficulties that affected how they saw the teaching as a profession. According to the results of the research, the participants developed a positive perception about teaching profession and their motivation to choose career as teachers increased after short term teaching practice. The study overall shows that teaching practice enhnace the interest and motivation of novice educators in teaching profession.
... t addressed during training, teachers had challenges when they entered the classroom. They experienced difficulty dealing with the senior staff members' ignorance as well as managing their concerns and challenges while educating. The lack of practice time during training is another issue that has been identified. This finding is similar to that of Gujjar, et. al. (2010), who discovered that effective teaching practice should be used during the training program to develop a professional attitude in the teachers. They also found that as modern educational trends are introduced, it is essential to extend the amount of time practiced on newly acquired skills. This is a significant problem that was clearly ...
This study aimed to understand teachers’ perceptions about the impact of teacher education programs (B.Ed.) on their teaching practices in their classrooms. The study implied a qualitative approach, and the data collection was done through semi-structured interviews with 14 secondary school teachers. The data were analyzed using thematic analysis. The findings of the present study suggest that formal teacher education is helpful and progressive for teachers to gain practical pedagogical skills during their teacher education. Their learning during teacher education increased their confidence in teaching in the classroom. It also emphasizes that pre-service teacher education is essential for all teachers as it provides a valuable experience of teaching, and equips teachers with the tools and techniques to teach well. It helps them to be confident as a professional teacher. The study suggests an updated teacher training syllabus, which would include the development of teachers’ soft skills and the opportunity to practice the methodology and skills they learned.
... For instance it did not inculcate Islamic ideology, distribution between theory and practice was not appropriate, it did not provide sufficient base for research and introduce modern instructional strategies. [9] There was yet another study conducted at Victorian Council of Deans of Education and the Victorian Institute of Teaching. This was also focused on the nature of teaching practice at this institution and arrived at a similar conclusion. ...
... Therefore, if a certain number of schools is approved for financing, the Department does not have the flexibility to set up additional schools, even if there is a critical need. The effectiveness of these programmes has been compromised because they did not get integrated into the national strategy (Gujjar, et al., 2010). For girls and women, one of the major initiatives was the "education for all" program as a part of the Social Action Program, strategy and as a part of the the National Action Plan and Education Sector Reforms. ...
... These disparities, fed by differences in the language of instruction (Urdu for the lower strata of society, English for the better-off classes), further accentuate the divisions. Later, these differences are reflected in professional life and further cement class divisions, which eventually lead to conflict (Gujjar, et al., 2010). ...
Der Agrarsektor spielt eine dominierende Rolle in der pakistanischen Wirtschaft, indem er einen größeren Beitrag zum Bruttoinlandsprodukt leistet und einem großen Teil der Erwerbsbevölkerung Arbeitsplätze bietet. Punjab ist die größte Provinz Pakistans in Bezug auf landwirtschaftliche Produktion und Bevölkerung. Die Mehrheit der Bauern in Punjab sind Kleinbauern. Diese Kleinbauern sind größtenteils arm und haben eine geringere menschliche Entwicklung. Infolgedessen bleibt die landwirtschaftliche Produktion entweder qualitativ minderwertig oder quantitativ unzureichend, was als landwirtschaftliche Armut bezeichnet wird. Agrarwissenschaftler haben viel Arbeit geleistet, um die Produktivität des Agrarsektors durch die Verwendung von besserem Saatgut, Düngemitteln, Mechanisierung usw. zu verbessern. Die aktuelle Studie zielte darauf ab, den Zusammenhang zwischen landwirtschaftlicher Armut und menschlicher Entwicklung bei Kleinbauern in Punjab zu untersuchen. Primärdaten wurden von 250 Kleinbauern in 5 Distrikten von Punjab gesammelt. Die Analyse der binären logistischen Regression wurde verwendet, um die Beziehung zwischen den Dimensionen der menschlichen Entwicklung und der landwirtschaftlichen Armut eingehend zu analysieren. Bei der Analyse der Daten fand die Studie einen umgekehrten Zusammenhang zwischen landwirtschaftlicher Armut und allen drei Dimensionen der menschlichen Entwicklung, d. H. Bildung, Gesundheit und Lebensstandard der Kleinbauern in Punjab. Die Ergebnisse zeigten, dass die bessere Bildung, Gesundheit und der bessere Lebensstandard die Wahrscheinlichkeit verringern, dass der Landwirt landwirtschaftliche Armut hat. Die Regierung von Punjab der menschlichen Entwicklung von Kleinbauern bei der Ausarbeitung einer Politik besondere Aufmerksamkeit widmen sollte. Die Regierung sollte sicherstellen, dass die Kleinbauern in Punjab über Bildung und Sensibilisierung, Gesundheitseinrichtungen und einfache Kredite verfügen.
... Teaching practice is an essential component of teacher education degree programs. It plays an important role in preparing teachers who are well-versed with content, pedagogy, and instructional skills (Gujjar et al., 2010). In Pakistan and many other countries, teaching practice was carried out using traditional models and practices in which the students would go to formal schools to observe and deliver lessons. ...
Teaching practice is one of the most important components of teacher education programs as it allows prospective teachers to apply their conceptual and theoretical knowledge and skills in the real classroom environment. Whereas Covid-19 adversely affected the whole education system across the world, courses like teaching practice were the worst affected due to their nature and requirements. Universities tried many alternative strategies to continue teaching practice online. One of the most commonly used online teaching practice strategies was microteaching. As microteaching is a relatively new phenomenon in Pakistan, this study was carried out to investigate the perceptions and experiences of prospective teachers about it. Using a self-developed questionnaire titled QSPEM, data was gathered from 525 students belonging to an online university in Pakistan. The findings revealed that the students found the orientation session for microteaching and the role of their supervisors very effective and helpful. Although almost half of them had not even heard anything about microteaching, they found it very useful in improving their pedagogical and presentation skills. However, they thought that due to its nature, it was less effective than conventional teaching practice methods in teaching creativity and multitasking. Still, an overwhelming majority believed that microteaching should continue even after Covid-19.
... However, interviewees felt the time allocated to teaching practice was not sufficient. Hence, these findings are consistent with the findings in Pakistan by Aijaz et al. (2010) and South Africa by Mutemeri (2010), that teaching practice duration is concise, ranging between 4 to 8 weeks in Pakistan and six weeks in a year, which is equivalent to 24 weeks over four years in South Africa. In addition, Mutemeri (2010) andMajoni (2014) found similar results that teaching practice supervision is not real-when non-subject specialists advise on how to teach a particular subject. ...
Teacher quality is a crucial element of quality education, and it is dependent on the quality of teacher education. Thus, this study analyses the teacher training programme at a Namibian university to determine its quality. Four quality determining components were analysed: students and teacher educator qualities; curriculum materials; teaching and learning process; and teaching practice. This qualitative study employed a single case study design. Four research instruments were used to collect data: document analysis, focus group interviews, questionnaires, and observations. The sample comprised one hundred and sixty (160) pre-service students, one (1) focus group of fifteen (15)graduates, sixteen (16) teacher educators, and three (3) focus groups with a total of thirty (30) pre-service students. The significant findings of this study were that average students enrol for the teacher education programme because of extrinsic and other motives other than intrinsic and altruistic reasons. In addition, the teacher education curriculum was found to be overcrowded with fragmented modules. Further, the subject matter content was not aligned with the school curriculum; students exit with little subject matter knowledge. The study also found that the assessment of pre-service students lacked authenticity as assessment questions do not test the understanding and application of knowledge. Additionally, the lecture method dominated the pedagogies employed, promoting rote learning. Another factor was poor teaching practices characterised by inadequate time allocation and lack of mentoring support from the school. Thus, a lot is desired from the teacher education programme; hence, the study recommends a longitudinal study to be carried out involving all higher education institutions in Namibia that offer a teacher education programme to see if the findings would be the same.
... Practicum is a key component in teacher education. Some educators stated that teacher training education was actually built by practical conditions compared to the theoretical and technical understanding, so that all theoretical understanding should be realized in a practical condition (Gujjar et al., 2010;Hastings, 2010). Practical activities are also seen as constructivist steps to become professional teachers (Kemmis, 2009;Luo & Xu, 2019), and the knowledge needed by pre-service teachers can be trained with activities (Eraut, 2006;Szklarski et al., 2008). ...
Practicum activities are inseparable components in learning biology. This research aims at revealing variety of practicum models designed by lecturers and the factors that influence their decisions to implement particular practicum models in their biology learning in ITE. The research was conducted for two semesters, involving 72 lecturers in 6 ITEs in Jember and Malang, Indonesia. The data were collected using interview method and document analysis. The results of this research revealed that the practicum model commonly implemented by the respondents were cooking recipe based practice model. This research also revealed that the current practicum structure does not have much development or difference from the practicum structure found in the previous studies. Although this practicum model has several disadvantages, the cooking recipe based practice model results in relatively good achievement of biology learning outcomes.
... On the other hands Gujjar et al. (2010) described about the difficulties and problems associated to teaching practice in Sindh. Educators are not skilled in account of their idea and less concentrated on their supervisory role, they are mostly not knowledge of about the implication of teaching methods. ...
Teaching practicum is an essential component of teacher education program. It helps to modify the behaviors of student teachers. The study focused on urban and rural teacher educators’ skills, professional competencies, and teaching methods. The scope of the study was limited to ADE practicum in teacher Education Institutes of Sindh. The objective of the study was to analyze the performance of Teachers Educators during practicum. Intensive literature review was done. The strategy of research was quantitative. The population of study was 427 teacher educators. Stratified random sampling design was used to draw a sample of 300. Hypotheses were analyzed statistically, and it was found that the difference of performance based on location of the teacher educator’s institute. The professional competence and methods employed to achieve the goals of teaching are same among all teacher educators. Based on findings concrete recommendations were made. Administration should arrange the refresher courses for teacher’s educators, adequate training and designing of skill practice session. The outcomes of the finding enhance the professional competency of the teacher educators and effectiveness to ADE practicum process.
... However, variations in duration of practicum are evident as it depends upon duration of the program, and its duration lasts from one semester to two semesters. The researcher has identified a few researchers (Gujjar, Naoreen, Saifi, & Bajwa, 2010;Khan, Fazal, & Amin, 2014;Reba, & Afridi,2012) related to teaching practice in local context but had find hardly any which explored perspectives of student teachers about their experiences which they considered stressful during teaching practice. This warranted the need to undertake the current study. ...
Teaching practice is a mandatory requirement for the prospective teachers during their program of study in teacher education institute. This practice provides a playing field where prospective teachers plan and implement different schemes of teaching and other related skills. This is a stage where stress is inevitable because other players also interact and intercept differently. The purpose of the research was to identify stress causing experiences among prospective teachers in private teacher institution during their teaching practicum. The study paradigm was positivist which advocates quantitative methodology and used survey design for data collection from 200 respondents who have completed practicum recently by administering a Survey of Practicum Stress. With response rate about 75% the data identified: Managing time, handling practicum-related assignments, observation by cooperating teacher, high expectations about performance, and managing classroom and behavior as most stressful experiences. Male student teachers reported workload during practicum as very stressful. Stress is reported more among student teachers belong to age group less than 25 years. Student teachers who completed their practicum in English medium schools experienced more stress as compared to those attended other schools. This study has implications for teacher educators, teacher education institutes, university supervisors, cooperating teachers and schools.
... Alwehaibi (2012) added the principles to the above methods, such as create an educational environment in which students can participate and practice dialogues, strive for reliability in course objectives, training activities, and assessment procedures. Gujjar et al. (2010) suggested the need to define teaching methods, including various critical thinking development activities. Table 1 provides methods and activities to enhance critical thinking based on many authors' opinions and can be used as a guide for teachers who demand to teach these skills. ...
... All mentioned categories are formed by induction after revision of the extensive bibliography. (Arslan et al., 2014;Crenshaw et al., 2011;Lloyd & Bahr, 2010; Smolarek & Hora, 2016) Activity learning (project-based, problem solving) (Angel et al., 2000;Gujjar et al., 2010;Martyn et al., 2014;Orique & McCarthy, 2015) Audio-visual (written textbook, graphics, demonstration, field trips) (Franco et al., 2017;Lauer, 2005;Wilson, 2016) Inductive and deductive, analysis, synthesis (Ahrari et al., 2016; Arum & Roksa, 2011) Argumentation, presentations (verbal reports and speeches) (Makhene, 2017;Noblitt et al., 2010) Questions-Answers (Rashid & Qaisar, 2016;Saeed et al., 2012) Research (Alwehaibi, 2012;Nold, 2017) Case study (Duron et al., 2006;Sharples et al., 2017) Collaboration/Cooperation work (Duron et al., 2006;Lin et al., 2016) Writing assignments, essays (Grohs et al., 2018;Wilson, 2016) Assessment, follow-up, feedback (Cargas et al., 2017; Smolarek & Hora, 2016) Real world connection (experiential learning) (Egege & Kutieleh, 2004;Moeti et al., 2017) Learning is bent by many aspects, including every student's abilities or what the teacher recognizes through critical thinking. In previous studies, we have found six different categories that define critical thinking: Analyzing/Organizing (Kowalczyk, 2011); Reasoning/Argumenting (Martyn et al., 2014); Questioning/Asking oneself (Noblitt et al., 2010); Evaluating; Taking a position/Taking Decisions (Rashid & Qaisar, 2016); and Acting/Compromising (Snyder & Snyder, 2008), which were related to teaching methodology in learning. ...
Critical thinking is a type of ability that students need in their personal and professional life. Therefore, universities must do their utmost to include it in the syllabus, curriculum, and programs. However, since there is no clear definition of this ability, there is still much work to be done, and new positive methods need to be strengthened to develop this ability. This article first reviews the main methods used to teach this ability and then analyzes the main methods used in the classroom by 600 university teachers from Pakistan and the methods they believe are more effective for developing critical thinking. This information contrasts with these teachers' critical thinking concepts and is based on twelve different conceptual categories that have been discovered in previous studies. Chi-square test and Cohen's Kappa test were used for data analysis. The research results show that there are three main methods that teachers practice and cogitate the most helping: Telling lecture, storytelling, discussion; Argumentation, presentations (verbal reports and speeches), and Writing assignments, essays; no matter what, kind of critical thinking they have. There are some other tendencies observed in critical thinking, despite the difference in methodology and concepts. Also, the teachers use and find the most effective methods have a significant relationship between them. Finally, this research proposes the enlightenment of critical thinking on curriculum design and its implementation. Disciplinary: Higher Education (Teaching Methodologies, Learning Critical Thinking Study).
