The Concept Of Teaching Practicum

The Concept Of T distributivelying PracticumTeaching practicum concerns preparation of instructors and its use has embraced al sensation the acquisition experiences of scholar instructors in indoctrinates. The target of reviewing related literature is to explore ideas of dogma practicum. This review will discuss three main ideas, namely, overview of the judgment of impressions and statement practicum, theoretical framework and related research studies.2.1 The concept of pedagogy practicumTeaching practicum is al nearly univers solelyy accepted today as the advent of a teachers professional preparation in pre-service teacher education programs. tally to the studies of Gower Walters (1983), the breeding practise programme is the major essential component in professional education. Teaching practicum is defined as those heads of continuous practice cardinal weeks (depends on the busy teacher training college or university) in school constitute an obligatory part of the course in colleges or universities of education. This period of concrete experience is overly called by various term, clinical experience, scholarly person teaching, teaching practice as salubrious as practicum. During the teaching practicum, pupil teacher conducts descriptorroom lessons and performs the duties of a teacher in school.According to the instructor Training Division Guidelines on practicum for pre-service teacher training (2005), teaching practicum grant opportunities for student teacher to practice theories in teaching and understanding practices and to discontinue individual teaching and learning theories. The main aim of teaching practicum is to establish effective school teachers and not merely schoolroom teacher. Student teachers atomic number 18 besides provided with opportunities for a renewal of encounters with children in schools. This means that student teachers ar not only know how to teach effectively in class but argon also able to handl e co-curricular activities as well. In short, teaching practicum programme is to equip future teachers with the essential experiences which can transmit to the suppuration of their professional competencies. Teaching practicum aims for student teachers to master and practice all the concepts, dogmas, skills and values in order to become a professional teacher.2.2 What is teaching ?According to Michaela Borg (2001), belief is a proposition which may consciously or unconsciously held, is evaluative in that it is accepted as true by the individual, and there imbued with emotive commitment further, it serves as guide to thought and bahaviour. On the separate hand, Fishbein and Ajzen (1975) define belief as experience, factual, and nonfactual cognitions. Cognition is described as what someone knows or assumes to be true (Berkowitz, 1980, p. 275).No matter what is ones belief, the beliefs take over play an important role in many aspects of teaching, as well as in life. It is becau se these beliefs help individuals make sense of the world, influencing how new information in perceived, and whether it is accepted or rejected. Nevertheless, beliefs differ from knowledge, although they are related to each other, in that beliefs do not always represent the truth. Beliefs are not only considered as discipline-dependent (Tsai, 2002), but beliefs also include understandings, assumptions, images or propositions that are felt to be true (Kagan, 1992 Richardson, 1996).2.3 Theoretical framework2.3.1 Teachers BeliefsShulman (1986) claimed that a teacher needs to know somewhat the subject matter, to know a variety of general instructional strategies, and to know about the particular strategies necessary for teaching particular subject matter. Most of us would also agree that the keen teacher transforms curriculum goals and guidelines in such a way that a particular student is able to master and understand the related content. Dan Lortie states that ones private predisp ositions are not only relevant but, in fact, stand at the sum of becoming a teacher. Teachers belief is a term usually employ to refer to teachers pedagogic beliefs, or those beliefs of relevance to an individual teaching. The areas most commonly explored are teachers beliefs about teaching, learning, and learners subject matter self as a teacher, or the role of a teacher (Calderhead, 1995).Besides that, teachers beliefs do play a rally role in the process of teacher development. Those beliefs form part of the process of understanding how teachers conceptualize their work as a teacher. Tattos (1996, p. 155) important work on beliefs concluded lay cultural norms among enrollees are strongly ingrained and that most teacher education, as it is shortly structured, is a weak intervention to alter particular views regarding the teaching and oversight of diverse learners.Another study shows that a persons belief frame has permeating effects in different spheres of activity- ideolog ical, conceptual, perceptual, and esthetic (Rokeach, 1960, p. 288). In addition, Br sustain fix that certain philosophical beliefs and educational beliefs were effective in predicting agreement-disagreement with experimentalism of classroom practice. Indications were that professed educational beliefs had a generalized effect on teaching demeanour particular proposition fundamental beliefs were most powerful in influencing specific classroom bearings (Brown Webb, 1968, p. 215). To confine those beliefs, Clark and Peterson (1986) proposed thatThe most resilient or core teachers beliefs are formed on the basis of teachers own schooling as young students while detect teachers who taught them. Subsequent teacher education appears not to disturb these early beliefs, not least, perhaps, because it rarely addresses them.If teachers actually try out a particular cornerstone which does not initially conform to their prior beliefs or principles and the innovation proves helpful or succ essful, then accommodation of an alternative belief or principle is more possible than in any other circumstance.For the notice teacher, classroom experience and day to day interaction with colleagues has the potential to invite particular relationships among beliefs and principles, and, over time, consolidate the individuals permutation of them. Nevertheless, it seems that greater experience does not admit to greater adaptability in our beliefs and, thereby, the abandonment of strongly held pedagogic principles. Quite the opposed in fact. The more experience we call for, the more reliant on our core principles we have become and the less conscious we are doing so.Professional development which engages teachers in a direct exploration if their beliefs and principles may provide the luck for greater self-awareness done reflection and critical questioning as starting time points for later adaptation.The teachers conceptualizations of, for example, language, learning, and teachin g are situated within that persons wider belief system concerning such issues as human nature, culture, society, education and so on.Consequently, teachers belief about the importance of teaching have a great impact on their teaching practices (Salmon, 1988). The next section will look at teachers belief about teaching practicum.2.3.2 Teachers belief about teaching practicumThe term practicum is used generically to refer to the different types of school attachment namely, school experience, teaching assistantship, teaching practice and so forth that pre-service students will be undergoing as part their initial teacher preparation programme. The school-based practicum is designed to enable student teachers to observe a teachers tangible work of work, and to apply and refine the knowledge and skills acquired through course-work in classroom teaching. Student teachers are to use the opportunities during the practicum to unify education theory and practice and to widen their practical experiences.In the mount of teaching practicum, a student teacher is expected to apply what they have learned theoretically. To maximize the utility of practicum, it is important that teacher trainers actively come along the effective learning during the practicum period. Effective learning should be concerned with the learning of organized wholes of knowledge. It is a process that involves developing the ability to identify the objectives one is seeking and, within a flexible framework, optimizing a programme to get a line these objectives, in line with individual learning attributes. Effective learning also needs to achieve transference of knowledge from the artificiality of a training course, to practical application where the trainees adapts acquired knowledge to the perceived needs of a particular enigma or situation (Robotham, 2003).Many researches claim that teaching practicum is a central element in most pre-service teacher education programmes. Many also debates about the assessment of the practice of student teachers often reflect ongoing philosophical debates about the nature of teacher education (Brown, 1996) and traditional barriers amongst teachers and academics (Groundwater-Smith, 1997). A set of written criteria used to assess the competence of pre-service utility(prenominal) teacher education students during practicum. The dimensions of the assessment protocol did not appear to be based on any articulated theory of good teaching practice, and there were significant doubts about the extent to which the various groups of stakeholders had a dual-lane understanding of the standards implied in the criteria. In education what we label as standards are socially constructed and frequently fuzzy (Sadler, 1987) and require the shared understanding of a construct in a community of practice (Wiliam, 1996).2.4 Related question Studies2.4.1 Pre-service teachers beliefs about teaching practicumPrior to actual teaching experiences, pre-service teache rs derive their initial views on teaching from at least two sources. Firstly, it comes from their personal experiences as students, consisting of their interactions with and exposures to various teachers throughout their school life, with such factors having a tendency to influence their reasons for career choice, as well as beliefs and practices on their professional lives (Ben-Petetz, 2003 Bramald, Hardman, Leat, 1995 Saban, 2003). Secondly, it results from pre-service teachers forming their conceptual repertoires as they undergo the formal training provided by teacher educational programs (Bermald, 1995 Dunkin, Precian, Nettle, 1994 Nettle, 1998), initially consisting of theoretical knowledge through foundation and methods courses, and eventually progressing or culminating into the application of such theories via the so-called practice teaching.Few studies have been do in pre-service teachers. The following assumptions are fundamental to a justification of practice as a part of the training of teachersTeaching is behavior, and as behavior is subject to analysis, change, and improvement.Much of the habitual behavior which individuals have developed in other contexts is inappropriate for the teaching situation.Under present conditions, much teaching is conducted under conditions of stress.Teaching is an extremely complex kind of behavior, involving the full station of thought processes, communication and physical action.Teachers, through practice can learn to analyze, criticize and control their own teaching behavior.Practice has the dual purpose of training and the elimination of the unfit.Practice provides the experience which gives meaning to many other aspects of instruction in education (teaching).The beliefs of pre-service TESL teachers have may merit their own exploration. These beliefs may influence students in acquisition of knowledge, selection and definition of specific teaching tasks, and interpretation of knowledge, and interpretation of cou rse content. Puchta (1999) asserts that beliefs are guiding principles of our students behavior and strong perceptual filters they act as if they were true. On the other hand, Dunkin (1994) claims that how student-teachers views on teaching may be influenced by formal teaching practicum programme. Kennedy (1996) hypothesizes that real and effective change in teachers practices can only occur through a change in their beliefs the way teachers behave.