Practicum Program Implementation and Its Contribution to Pedagogical Knowledge of Primary School Teachers: The case of Western Oromia teachers Training College

Abstract

The Western Oromia College of Teachers Education conducted a study on the success and failures of a practicum implementation program for student teachers, using the QUAN-QUAL model and involving Dembidolo, Nekemte, and Shambu participants through questionnaires, interviews, and document analysis. The study aimed to understand the program's impact on student teachers' pedagogical understanding. The data shows a positive view of practicum programs in developing student-teacher pedagogical skills among tutors, mentors, and student-teachers. However, student instructors struggle with lesson plans, SMART goals, and assessment tools. They also struggle with effective instruction methods. The program's connection between teacher preparation institutions and placement schools is inadequate. Most student instructors disagree that their mentors and tutors have high expectations but fail to meet them. The study found that the implementation of practicum in the study location faced challenges due to lack of collaboration among stakeholders, insufficient monitoring, and a large number of student teachers being partnered with a single tutor or mentor. The primary challenges included assigning practicum portfolios without prior criteria and connecting them with tutors and mentors. Recommendations include providing adequate feedback and support, encouraging collaboration between tutors and mentors, and strengthening college relationships with placement schools