Pre-service teachers' perceptions of preparedness for teaching practicum: A study of TESL undergraduates in selected Malaysian public universities / Mohd Amirul Atan
The purpose of this study was to identify pre-service teachers’ perceived levels of preparedness for teaching practicum in terms of Pedagogical Content Knowledge (PCK) and Technological Pedagogical Content Knowledge (TPCK). The study also investigated the roles of the faculties in supporting pre-...
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
2015
|
| Subjects: | |
| Online Access: | http://ir.uitm.edu.my/id/eprint/14964/ http://ir.uitm.edu.my/id/eprint/14964/1/TM_MOHD%20AMIRUL%20ATAN%20ED%2015_5.PDF |
| Summary: | The purpose of this study was to identify pre-service teachers’ perceived levels of
preparedness for teaching practicum in terms of Pedagogical Content Knowledge
(PCK) and Technological Pedagogical Content Knowledge (TPCK). The study
also investigated the roles of the faculties in supporting pre-service teachers’
preparation for teaching practicum in terms of PCK and TPCK. Three groups of
pre-service teachers attending Bachelor of Education in Teaching English as a
Second Language (TESL) from three different public universities were
purposefully selected to describe the development of their preparation for teaching
practicum. A questionnaire survey form was used to identify the respondents’
level of preparedness for teaching practicum. Focused-group interviews were then
conducted in each learning institution in order to gain in-depth information. The
primary finding was that most of the respondents showed a high degree of
preparedness for teaching practicum in terms of PCK and TPCK. The study also
found that the pre-service teachers indicated that all the coursework in the
program was primarily responsible for the development of their particular levels
of PCK and TPCK. This finding also provided specific evidence that the
technology courses thread in the program was integrated and interconnected
throughout the program. The implications of the study towards teacher education
programs as well as the pedagogical and policy aspects were also discussed.
Future research recommendations are included for the investigation of actions the
teacheppreparation program needs to take for improving on the different levels of
pre-service teachers’ PCK and TPCK, the relationship of the cooperating teachers,
university supervisors, and course instructors’ understanding of PCK and TPCK
on the pre-service teachers’ TPCK development; and identification of significant
relationships between pre-service teachers’ PCK and TPCK during the program
and their use of technology in their future teaching career. |
|---|