Observations of Prospective Teachers' Experience and Challenges Faced During Teaching Practicum-1

Abstract

This paper investigates the provision of insights and comments based on observations made by fifteen prospective teachers throughout their sixteen-week teaching practicum-1 experience in an elementary school. The paper explores, evaluates, and details the professional growth experiences of these fifteen prospective teachers throughout their teaching practicum-1 observation phase using qualitative data from an interview procedure and SWOT analysis. A qualitative study with a phenomenological approach was used for the current study. Samples participated on a volunteer basis. The semi-structured interview protocol was developed. The instrument was developed with the help of a literature review and it was validated by the field experts. Thematic SWOT analysis was used. The findings show that the students found this experience significant for their professional development and that they gained a lot from it. The paper also discusses several difficulties and constraints that were faced during their teaching practicum 1. However, this study underscores the importance of hands-on teaching experience in the development of skills and proficiencies of prospective teachers. Thus, this paper provides recommendations based on the outcomes and difficulties experienced during the practicum to help improve the preparation and assistance for future teachers. This work pays much attention to the concept of reflection and practice-based learning in teacher training and development and calls for improvement in the approach to training teachers in the field of education.