Scribd
Upload
913 views

Review of Related Literature

This chapter provides a review of related literature on practice teaching. Several studies have found that the teaching practicum is important for bridging theory and practice. It allows student teachers to gain experience in classroom situations and test teaching methods. However, research also shows there are challenges in practice teaching, such as a lack of guidance from supervisors and cooperating teachers. This literature review establishes the need to examine challenges faced by student teachers during practice teaching and explores coping mechanisms, in order to improve teacher preparation programs.

Uploaded by

Karen Roldan Rosalejos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
913 views

Review of Related Literature

This chapter provides a review of related literature on practice teaching. Several studies have found that the teaching practicum is important for bridging theory and practice. It allows student teachers to gain experience in classroom situations and test teaching methods. However, research also shows there are challenges in practice teaching, such as a lack of guidance from supervisors and cooperating teachers. This literature review establishes the need to examine challenges faced by student teachers during practice teaching and explores coping mechanisms, in order to improve teacher preparation programs.

Uploaded by

Karen Roldan Rosalejos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

CHAPTER II

REVIEW OF RELATED LITERATURE

The review of related literature is discussed in this chapter in order to

provide readers a better understanding of the background and information about

research studies in practice teaching.

The implementation of teaching practicum is important to bridge the gap

between what student teachers have learned in the program and the reality of

teaching practice in schools (Darling-Hammond, 2006). A study by Brouwer and

Korthagen (2005) confirmed the role of the practicum in the overall development

of competent teachers. While both classroom theory and practicum experiences

were found to be contributors to a new teacher’s development, the practicum in a

school context was more influential than the course components of the teacher

education program on the development of teaching competence. Marais & Meier

(2004) assert that the term teaching practice represents the range of experiences

to which student- teachers are exposed when they work in classrooms and

schools. According to Emerole (2000), the term teaching practice is an

experience of guided teaching in which the trainee teacher assumes increased

responsibility for directing the learning of a group for over a period of time.

McGee and Fraser (2000) emphasize that it is in teaching practice that student

teachers are baptized with the experience to gain knowledge of how teachers go

about the many and complex task involved in actual classroom practice. Hassan

(2000) further asserts that it is a period, which provides opportunities under


12

typical school conditions in selected cooperating schools for trainee teachers to

secure experience in observing and participating actively in diverse educational

activities of teaching in the school. According to (Tuli & File 2009) teaching

practice allows student-teachers to discover their abilities and creativities that

help them in their future teaching processes. In another study, Osuala (2004)

established that teaching practice exposes the trainee teacher to the realities of

effective teaching and helps them to try out methods of teaching and gain

practical classroom experience under experts. Zeichner (2010) pointed out that

the teaching practicum is one of the most critical components of teacher

education that affects the quality of teachers. Ajoku (2003) established that

performance during teaching practice provides some basis for predicting the

future success of the teacher and the quality of teacher education programs.

According to Davidson (2005), teaching practice can be defined as the system by

which teachers in training are subjected to a systematic exposure to actual

classroom situation. According to Perry (2004), teaching practice is exciting but

challenging. It is against this backdrop that this study tries to examine the

challenges faced by student-teachers during the teaching practice exercise. In a

study by Beck, et al (2007), researchers identified the need for more focus in the

practicum on practical issues related to the daily tasks of functioning in a

classroom. As a result, teaching practice creates a mixture of anticipation,

anxiety, excitement and apprehension in the student-teachers as they commence

their teaching practice (Perry, 2004). Yassin (2004) studied the problems faced

by the students at the Faculty of Education in Gaza during their teaching practice
13

and established the following: the long distance between the assigned schools

and the students’ houses, the lack of guidance provided by school principals

regarding the school systems, regulations and the participation in the school

activities, and the lack of respect showed from the cooperating teachers towards

student teachers. Yassin (2004) further studied the challenges from academic

supervisors during teaching practice and established that the academic

supervisors do not hold regular meetings with student teachers to discuss the

challenges that face them.

Goh and Matthews (2011) recommended that teacher educators must

endeavored to recognize the issues that student teachers experienced during

their teaching practicum. Goh & Matthews (2011) recommended that in order to

integrate the theoretical aspects learnt at university with the practical reality of

the classroom, specific strategies were needed to help student teachers gain

more benefits from the practicum experience. Establishing effective partnerships

between schools and universities is one of the strategies in helping teachers gain

more benefits from practicum experience (Graham & Thornley, 2000). The

quality of the teaching practicum will be enhanced if schools and universities

work together to prepare for the practicum (Loughran, 2007). Goh and Matthews

(2011) pointed out that teacher preparation courses had to be more aligned with

actual school settings and environments. In addition, there should be a

systematic way for teacher educators to periodically review course content to

ensure that problem areas are included in the curriculum.


14

This literature review serves as the foundation of this study to describe the

experiences of BSED Science interns in their practice teaching. Most researches

come from other countries such as Nigeria, Indonesia and Malaysia. The findings

of these researches are of the: the distance of the pre-service teachers from the

assigned school to their residence, quality concern, lack of technical clarity,

isolation of the Teacher Department depths, lack of books and materials, lack of

dedication towards the profession and integration of technology. Here in the

Philippines, we found some related studies one of those researches is entitled

Pre-service Teachers’ Experiences During Off-Campus Observation: Basis for

Improving the Roles of Teacher Education Institute and Cooperating Schools the

study showed that emerging themes recorded that desirable experiences had

their counter parts as undesirable experiences. Another study found in Leyte

Normal University conducted by Dr. Lina G. Fabian her study revealed the

different qualities of teaching practice between two Universities specifically in

LNU and other university in Baybay City in terms of variables she established

wherein the participants are ought to answer. The literature revealed that there

are very few studies on the challenges and coping mechanisms of pre-service

science teachers specially those who are teaching in the Filipino society, this

study will then fill this gap to knowledge.

You might also like