A Critical Appraisal of the Existing Practices during Practicum in Pakistani Teacher Education Programmes

  • Anum Iqbal Department of Education, Fatima Jinnah Women University, Rawalpindi
  • Samina Naseem None
  • Shafia Azam Department of Anthropology, Fatima Jinnah Women University, Rawalpindi
DOI: https://doi.org/10.35993/ijitl.v6i2.837

Abstract

This survey study explores and discusses the implementation of practicum model for B.Ed (Hons.) Elementary Programme provided by USAID and Higher Education Commission, Pakistan in three different teacher education institutions of Rawalpindi and Islamabad. All 60 Student Teachers (STs) were taken as a sample. Data were collected through a questionnaire from the students enrolled in Semester VIII. The questionnaire comprised of open and close ended questions, based on week-wise tasks mentioned in the Practicum Guidebook. Results of the study reveal that all three Teacher Education institutions are implementing teaching practicum based on their own priorities. In addition, the analysis reveals that STs of two institutions are providing more opportunities to practice the expected tasks. However, all three institutions must enhance STs’ lesson planning and reflective skills by providing opportunities for observing cooperative teachers teach, co-planning, triad meetings and regular seminars. It is also recommended to use National Professional Standards for Teachers for assessing STs’ skills.

Keywords: Practicum Model, Student Teachers, Teaching Practicum, National Professional Standards for Teachers

Author Biographies

Samina Naseem, None

Currently, I'm an independent scholar. Previously, I have worked as HoD, Education/ AP at Fatima Jinnah Women University

Shafia Azam, Department of Anthropology, Fatima Jinnah Women University, Rawalpindi

Dr. Azam is AP in the Department of Anthropology, Fatima Jinnah Women University

Published
2021-01-22
Issue
Vol. 6 No. 2 (2020): International Journal of Innovation in Teaching and Learning
Section
Articles

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International