Preservice English Language Teachers’ Practicum Course Provision Practices: Diploma Teacher Preparation in Focus
DOI:
https://doi.org/10.20372/star.v11i2.05Keywords:
Effectiveness, Implementation, Practicum Course, English language TeachersAbstract
This study aimed to look into the effectiveness of practicum course provision practices for preservice English language teachers. An evaluative qualitative case study design was employed. Document analysis and semi-structured interview methods were employed. The purposive sampling technique was used to choose five English language teacher educators, two administrative body teachers, and four mentor teachers from teaching practice schools, and the random sampling method was used to choose ten preservice teacher candidates. Thematic data analysis methods were applied in relation to each research question. The finding showed that practicum courses were prepared and taught in the mother tongue by non-English subject teachers in which candidates failed to apply in English subject teaching. Further, the candidates’ school teaching practice was poorly implemented, as most candidates were assigned to work with non-English subject mentor teachers and didn’t engage in reflective practice. Moreover, there was no supervisors’ cooperation with mentors in guiding and mentoring teacher candidates during teaching practice. The English language department should take responsibility for preparing and teaching practicum courses in English and give attention to the teacher candidates’ teaching practice implementation.
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