Teaching practicum is an important aspect of any teacher education program. This qualitative study sought to analyze student teachers' (STs) experiences during their teaching practicum. Specifically, it aimed to describe their triumphs and struggles concerning the different aspects of an ST’s life. Purposive sampling was used in selecting 12 batches of STs from a teacher education program from Academic Year 2002-2003 to 2018-2019. In total, 117 STs participated in the study. The written narratives and reflections included in the STs’ practicum portfolio were used for the study. Data were then reviewed and thematically analyzed. Results show more triumphs than struggles concerning the different aspects of the STs’ practicum experiences. Triumphs or perceived successful outcomes did not come only from positive but also from negative and neutral practicum experiences. The STs drew from their personal and professional characteristics and skills to address competently whatever situation came their way. Their teaching skills and competencies were evident in how the STs adapted to the real world of teaching, handled student misbehaviors, handled multiple roles and unexpected situations, and elicited student engagement. They applied what they learned from their preparation courses, which partly speaks of the good training they got from their teacher education program. This study provides insights that could help improve the teaching curriculum. It is necessary for teacher education institutions to conduct a systematic, well-planned, and coordinated teaching practicum for their STs in order for practice teaching to become successful.
Aurora Llige, University of the Philippines (Diliman Campus), Philippines
Florenda Gabriel, University of the Philippines (Diliman Campus), Philippines
Mary Justine Clarise Trinidad, University of the Philippines (Diliman Campus), Philippines