Challenges Faced by Prospective Teachers during Teaching Practice: Connecting Theory to Practice

Autor/inn/en	Mahmood, Nasir; Iqbal, Zafar
Titel	Challenges Faced by Prospective Teachers during Teaching Practice: Connecting Theory to Practice
Quelle	In: Bulletin of Education and Research, 40 (2018) 2, S.113-136 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	Preservice Teachers; Teaching Methods; Theory Practice Relationship; Foreign Countries; Student Centered Learning; Classroom Environment; Preservice Teacher Education; Cooperating Teachers; School Administration; Teacher Education Programs; Pakistan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Klassenklima; Unterrichtsklima; Lehramtsstudiengang; Lehrerausbildung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende
Abstract	The study investigated the challenges faced by the prospective teachers during teaching practice. The sample of the study comprised 34 prospective teachers enrolled in the final semester of B.Ed. (Hons.) program at University of the Punjab and University of Gujrat. The prospective teachers were trained in using student-centered pedagogies in teaching practice. Data analysis revealed that there was a noticeable transformation towards the use of teaching methods other than lecture method in their classroom. The major challenges included dealing with poor physical infrastructure, scarce and underused academic resources, inflexibility in classroom arrangement, non-professional attitude of school administration, and trying out innovation without challenging the prevailing school norms. Teaching practice has helped prospective teachers to strike a balance between their expectations and reality of schools and classrooms. A closer interaction among university, school, prospective teachers and students beyond teaching practice is essential to increase mutual familiarity addressing the surprise element of challenges faced by the prospective teachers. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01