Experiencing the Pre-Service Teachers’ Ideas and Thoughts during Practicum: Quantitative and Qualitative Approaches

Abstract

Pre-service educators, embarking on the path to professional teaching licensure, engage in intensive training regimens, culminating in a practicum phase designed for immersive exposure to the educational frontline. This critical juncture facilitates translating theoretical knowledge into practical pedagogical expertise, empowering aspiring teachers with the tools necessary for effective classroom engagement. Drawing upon a mixed-methods analysis, this study scrutinizes the experiential narratives of 367 pre-service teachers’ post-practicum, supplemented by in-depth interviews with a select cohort of ten participants to elucidate the nuanced dynamics encountered within the school environment. The findings illuminate a spectrum of pedagogical hurdles, including but not limited to methodological implementation, classroom management, and temporal coordination. Additionally, the economic encumbrances experienced by pre-service teachers emerge as a salient theme, with the majority grappling with financial constraints exacerbated by insufficient stipends, inadequately addressing their living expenses, and pedagogical outlays. These revelations underscore the imperative for enhanced mentorship, augmented supervisory mechanisms, and holistic support from academic and institutional bodies, aiming to fortify pre-service teachers’ practicum engagements. Such strategic interventions are pivotal in navigating the intricate landscape of educational praxis, ultimately cultivating adept educators poised for success in the authentic school setting.