Journal articles: 'Service-learning practicum'

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J. Fisher, Marvin S. Finkelstein, Bradley. "THE GERONTOLOGY PRACTICUM AS SERVICE-LEARNING." Educational Gerontology 25, no. 5 (August 1999): 393–409. http://dx.doi.org/10.1080/036012799267675.

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Kazakbaeva, Roza. "Learning through Serving: Service Learning as an Alternative Practicum Platform for Pre-service EFL Teachers." International Journal for Cross-Disciplinary Subjects in Education 9, no. 2 (June 30, 2018): 3437–43. http://dx.doi.org/10.20533/ijcdse.2042.6364.2018.0460.

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Chun, Sun Young. "Pre-service Elementary Teachers' OverseasTeaching Practicum Experiences and Learning." Institute of Humanities 39 (March 30, 2020): 135–62. http://dx.doi.org/10.46270/ssw.39.6.

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Hudson, Cindy E., Stacy Gaillard, and Nancy Duffy. "Developing a Community Health Clinical Practicum Service-Learning Model." Nurse Educator 36, no. 1 (January 2011): 7–8. http://dx.doi.org/10.1097/nne.0b013e3182001c0b.

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Maynes, Nancy, Blaine E. Hatt, and Ron Wideman. "Service learning as an alternative practicum experience in a pre-service education program." Canadian Journal of Higher Education 43, no. 1 (April 30, 2013): 80–99. http://dx.doi.org/10.47678/cjhe.v43i1.1820.

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This paper presents research on the benefits of service learning for pre-service teachers in the final year of their concurrent education program. The purpose of the research was to determine whether liberatory learning (Chambers, 2009) occurred for those students during a four-week service learning placement in organizations other than schools. Liberatory learning involves transformational shifts in social consciousness and provides service of benefit to both the participant and the host organization. Seventeen pre-service teachers and service learning supervisors completed questionnaires. Results suggest that service learning has the potential to be liberatory for pre-service teachers, but learning may remain tacit rather than explicit unless substantial opportunities for reflection are included in the service learning experience. Debriefing activities following the experience may be a critical contributor to helping participants realize the nature and extent of their learning.

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Kuswandono, Paulus. "MENTOR TEACHERS’ VOICES ON PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL LEARNING." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 213. http://dx.doi.org/10.17509/ijal.v6i2.4846.

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Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers’ voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered through questionnaires and unstructured interviews carried out in the participants’ school setting and analysed using NVIVO 9 (qualitative data analysis software). The findings reveal the mentor teachers’ beliefs in guiding PSETS during the school-based practicum. The mentor teachers viewed that PSETs need to learn and experience more fundamental aspects of teaching, namely interpersonal skills and emotional engagement in teaching, including their leadership. Implications for teacher education to improve the quality of relationship between PSETs and mentor teachers are addressed.

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Chou, Peter Tze-Ming. "Incorporating a Practicum in TESOL Methodology Courses to Promote Service Learning." Studies in English Language Teaching 2, no. 2 (June 12, 2014): 207. http://dx.doi.org/10.22158/selt.v2n2p207.

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This study examined student attitudes toward teaching from their practicum experience and how their experiences met the requirements of service learning, which is defined as a curriculum-based community service that integrates classroom instruction with community service activities. Service learning also provides opportunities for students to interact directly with the local community. In this study, 27 students who enrolled in an English Teaching Methodology course participated in a 12-week project in which they taught beginning and intermediate English to elementary school students as part of an afterschool program. A survey was conducted at the end of the semester and student teaching reflections were collected for quantitative and qualitative analysis. The results of the study indicated that the students had a favorable experience regarding the practicum requirement in the English Teaching Methodology course. Among the students, 85% (n=23) expressed that a practical teaching experience should be part of the curriculum and that a requirement of 3–4 hr of teaching is appropriate for a hands-on teaching experience. The paper ends with a discussion of methods for including a practicum requirement in the syllabus and what instructors should focus on when establishing service learning projects.

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Liu, Shih-Hsiung. "The Help-seeking from Social Capitals and Self-regulated Learning among Pre-service Teachers." Asian Social Science 12, no. 4 (March 19, 2016): 171. http://dx.doi.org/10.5539/ass.v12n4p171.

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This study aims to investigate the help-seeking subjects for pre-service teachers in need of suggestions for practicum and to determine the prediction of pre-service teachers’ social capitals for help-seeking on their self-efficacy for help-seeking and self-regulated learning. A total of 223 pre-service teachers, from a teacher education university at the middle of Taiwan, were invited to fill in the validated questionnaire in October 2015. The analytical results of this study by Chi-square Test achieve significant differences in the five types of help-seeking subjects for the pre-service teachers in need of suggestions for practicum. Another finding of this study by multiple regression analysis indicates that the scores of seeking help from faculties in practicum school and peer interns in practicum school can jointly predict self-efficacy for help-seeking This study concludes that the pre-service teachers preferred seeking help from family members, faculties in practicum school, classmates at university and peer interns in practicum school to university professors. Moreover, pre-service teachers perceived self-efficacy for help-seeking and self-regulated learning when seeking help from faculties and peer interns in practicum schools. Interestingly, peer interns in practicum school are considered as bonding social capital but maybe play a role of suggestion-provider, similar to bridging social capital during the practicum.

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Vickers, Margaret, Catherine Harris, and Florence McCarthy. "University‐community engagement: exploring service‐learning options within the practicum." Asia-Pacific Journal of Teacher Education 32, no. 2 (July 2004): 129–41. http://dx.doi.org/10.1080/1359866042000234223.

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Choo, Gui Chan, Md Melor Yunus, and MOHAMED AMIN EMBI. "Beliefs: Quality Teaching Practicum Vs Quality Teachers." International Journal of Pedagogy and Teacher Education 3, no. 1 (May 5, 2019): 51. http://dx.doi.org/10.20961/ijpte.v3i1.26210.

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Teaching practicum is one of the important aspects in teacher education programme as it concerns preparation of quality teachers and it embraces all the learning experiences of pre-service teachers in schools. Teaching practicum is a real challenge for the pre-service teachers because their performance during teaching practicum will foreshadow the future success of the pre-service teachers. Therefore, the aim of this paper is to investigate Teaching English as a Second Language (TESL) pre-service teachers’ beliefs about teaching practicum and identify what components of teacher education programme that contribute pre-service teachers’ views about teaching practicum. Data was collected via a questionnaire survey of third year TESL undergraduates from University of Malaya. The data was analyzed using descriptive statistics. The findings will be presented and elaborated upon in this paper. For further understanding, this paper also discusses the pre-service teachers’ beliefs according to the two main aspects namely, (i) importance of teaching practicum and (ii) confidence and uncertainty about teaching practicum.

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Twill, Sarah E., Kathy Elpers, and Kathy Lay. "Achieving HBSE Competencies through Service-learning." Advances in Social Work 12, no. 1 (April 21, 2011): 49–62. http://dx.doi.org/10.18060/1174.

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Service-learning pedagogy allows social work educators to create meaningful learning opportunities for students and better prepare them for practicum, while at the same time, meeting a community need. This paper outlines the relevance of incorporating service-learning into the social work curriculum, specifically the human behavior and the social environment (HBSE) area. Using Bloom’s taxonomy as a guide, the authors propose how the CSWE competencies and practice behaviors specific to HBSE may be assessed using service-learning pedagogy. An example is reviewed to illustrate how service-learning can assist faculty and students achieve the HBSE competencies and practice behaviors. Finally, implications for service-learning as a pedagogical strategy for social work education are discussed.

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Gomes, Patrícia, Margarida Alves, Paula Queirós, and Paula Batista. "Learning Through Practice: A Study with Physical Education Pre-Service Teachers." Open Sports Sciences Journal 7, no. 1 (November 28, 2014): 121–32. http://dx.doi.org/10.2174/1875399x01407010121.

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The aim of this study was to examine how Physical Education pre-service teachers construct their Professional Identity [1, 2] through their daily practices. A non-participant observation was made, included field notes, videotaping of the daily practices and interviews. The findings show that the pre-service teachers: (i) make a set of tasks: planning, class management, reflecting, participation in school activities and meetings (ii) improve their teaching skills because they’re working within a community of practice (iii) experience some anxiety in the beginning of the practicum, overcome with the raise of confidence and believe that their responsibility overflows the lessons context.

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Wan Mohd Yunus, Wan Noor Miza. "Understanding Malaysian ESL pre-service teachers’ beliefs about teaching and learning through metaphors." Studies in English Language and Education 7, no. 2 (September 3, 2020): 347–61. http://dx.doi.org/10.24815/siele.v7i2.16654.

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Teaching metaphors are often used in teacher education programmes for pre-service teachers to critically reflect on their teaching. Metaphors not only give insights into teachers’ beliefs and principles about teaching and learning but may also guide classroom practices. This article sought to explore three Malaysian ESL pre-service teachers’ teaching metaphors in different situations during their teaching practicum. The study also explored what the selected metaphors revealed about the pre-service teachers’ pedagogical beliefs. Data in this study was collected qualitatively by using semi-structured interviews and reflective tasks assigned after the pre-service teachers’ teaching practicum at local government schools. Findings indicated that the pre-service teachers have multiple roles, which are represented by various metaphors they formulated in different situations. It has been suggested that metaphors can be effective in eliciting beliefs as the constructed metaphors reveal much about the roles of the pre-service teachers. The major beliefs about teaching and learning generated by the research participants include meeting students’ needs, varying teaching approaches, and facilitating students. The implications of this study are for teacher educators to utilize metaphors in teacher education programmes and to acknowledge pre-service teachers’ beliefs as this may highly impact their practices and development.

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Koşar, Gülten. "Distance Teaching Practicum: Its Impact on Pre-Service EFL Teachers’ Preparedness for Teaching." IAFOR Journal of Education 9, no. 2 (April 2, 2021): 111–25. http://dx.doi.org/10.22492/ije.9.2.07.

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Teaching practicum performs a crucial role in initial English language teacher preparation programs in that it offers pre-service English-as-a-foreign-language teachers a great chance to put the pedagogical content knowledge they have acquired through the coursework into practice by teaching real students. Due to the outbreak of COVID-19 pandemic, pre-service English-as-a-foreign-language teachers in the context of the present study, had to do more than half of their teaching practicums via distance education. This qualitative case study explores 25 pre-service English-as-a-foreign-language teachers’ conceptions of the influence of distance teaching practicum on their preparedness for the first year of teaching. The data collected by emailed questionnaires were analysed adopting inductive content analysis. The results indicated they did not believe distance teaching practicum was effective in enhancing their professional learning and preparing them for the first year of teaching. In addition, they did not think teaching practicum conducted face-to-face could be replaced by distance teaching practicum.

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Maria, Maria Erna, Johni Azmi, and Sri Wilda Albeta. "Peningkatan Keterampilan Guru Kimia Melalui Pembuatan Modul Praktikum Berbasis Problem Based Learning." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 4, no. 1 (April 13, 2020): 120–26. http://dx.doi.org/10.31849/dinamisia.v4i1.3512.

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The skills of chemistry teachers in Rambah Hilir upstream of Rokan Hulu Regency can be improved through training in the making of chemistry practicum modules based on Problem Based Learning (PBL). Without chemistry practicums it will be difficult to learn and will be a scary lesson for students in school. For this reason chemistry teachers are needed who are skilled in making practicum modules. In this service, socialization, training and coaching have been conducted so that teachers can independently create PBL-based chemistry practicum modules. The results of the activity showed that the perception of the trainees was good, namely that 81.25% of the attitudes of the participants were categorized Very High and 18.75% were categorized as High. Participants in this activity showed enthusiasm and activeness, mastery of the material, creativity, use of language and ways of conveying ideas still need guidance. Participants have successfully created a chemical practicum module with the subject of electrical conductivity, how to separate the mixture and test the food properly. This service is important so that teachers can apply the 2013 curriculum with a scientific approach.

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Hughes, Harrison. "435 Addition of Service Learning in Food Crops Curriculum Revision." HortScience 34, no. 3 (June 1999): 519C—519. http://dx.doi.org/10.21273/hortsci.34.3.519c.

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The food crop concentration in the horticulture major was revised in response to discussions with students, faculty, and county agents to emphasis more service learning. A requirement for an internship or practicum was added. The practicum entails the design, maintenance, and data collection of the vegetable and small fruit display gardens. Emphasis will be on sustainable production and on collection of information for use in extension fact sheets for the citizens of Colorado. Other changes include the modularization of the commodity courses to provide greater flexibility and the addition of a capstone course. The capstone course will involve greater interaction with industry in the state and has a requirement for the development of both an enterprise budget as well as a production plan for a commercial operation.

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Heryatun, Yayu, and Emeliya Sukma Dara Damanik. "CHANGING BELIEF OF PRE-SERVICE ENGLISH TEACHERS DURING TEACHING PRACTICUM." Getsempena English Education Journal 8, no. 1 (May 28, 2021): 65–80. http://dx.doi.org/10.46244/geej.v8i1.1240.

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This study investigated the changing belief of pre-service English teachers during they did teaching practicum. It was one of subjects in teacher education programs. Belief of pre-service English teachers played significant role as it could influence their classroom practices and teaching outcomes. The methodology of research used in this study was qualitative case study. It involved twenty pre-service English teachers from English Department. They were put in twelve schools which located in four towns in Banten Province. This study employed questionnaire and reflective journal as instruments for collecting data. The questionnaire itself was distributed before and after teaching practicum, while reflective journal was filled by twenty pre-service English teachers during teaching practicum.The results of this study revealed that the changing of teachers’ belief varied among participants. The changing belief of pre-service English teachers covered three themes, which consists of (1) learners (2) learning and (3) teaching, before and after they did teaching practicum. Dealing with the first theme, changing belief on learners, pre-service English teachers experienced more on their emotion specifically on their confident as well as patient. In addition, the second theme, changing belief on learning, it occurred more on pre-service English teachers’ awareness that the classroom reality helped them to test their knowledge and it made them more aware of their personal beliefs about learning. Moreover, the last theme, changing belief on teaching, it took place when pre-service teachers had been exposed to teaching English in real contexts EFL classroom.

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Kuswandono, Paulus. "VOICES OF PRE-SERVICE ENGLISH TEACHERS: REFLECTING MOTIVATIONS DURING PRACTICUM LEARNING." TEFLIN Journal - A publication on the teaching and learning of English 25, no. 2 (July 1, 2014): 185. http://dx.doi.org/10.15639/teflinjournal.v25i2/185-202.

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After Dewey (1933) and Schön (1983, 1987), education scholars began to look further at the concepts of reflection for learning. Following these concepts, there have been plenty of studies on reflection, particularly those discussing teachers' classroom experiences and their endeavour to de-velop professional skills. However, educational practitioners in Indonesia (as in the rest of the world) often criticise preservice teachers' (PSTs) lack of content knowledge, which they claim should be 'prioritised' during a teacher education course. Such pressing situations may have made it difficult to model or experience reflective practice. Against these odds, this research pa-per addresses issues related to the identity and professional development of thirteen English PSTs during their campus and school-based practicum in an Indonesian university. This study collected empirical data through PSTs' re-flective journals, questionnaires, individual interviews, focus group discus-sion, and autobiography. The study examines problems encountered by PSTs, namely their motivations to become teachers. This study signifies that teacher education needs to provide more reflective dialogues to shape PSTs’ identity and professionalism.

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Walton, Elizabeth, and Lee Rusznyak. "Pre-service teachers' pedagogical learning during practicum placements in special schools." Teaching and Teacher Education 36 (November 2013): 112–20. http://dx.doi.org/10.1016/j.tate.2013.07.011.

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Comoglu, Irem, and Kenan Dikilitas. "Learning To Become An English Language Teacher: Navigating The Self Through Peer Practicum." Australian Journal of Teacher Education 45, no. 8 (August 2020): 23–40. http://dx.doi.org/10.14221/ajte.2020v45n8.2.

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Pre-service English language teachers' school practicum is key to their learning to become a teacher. However, a number of challenges are observed in its implementation. This paper addresses this issue by investigating how engaging in practicum as peers can function as mentoring support and how this process can influence their selves. A cohort of 16 senior pre-service English teachers was invited to participate in the study from a state university in the west of Turkey. We collected qualitative data through dialogic verbal records and post-practicum interviews. The data were analyzed through thematic analysis. The results show that pre-service teachers provided for each other different forms of sustained psychosocial support in discovering knowledge about teaching and developing a sense of self as a teacher through dialogic interaction with peers. The paper discusses the implications of peer practicum for reconstructing practicum models already in practice in the research context and beyond.

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Fitriana, Nurin. "BIMBINGAN PRAKTIKUM KIMIA UJI INDIKATOR ALAMI DI SMA NEGERI 1 SINGOSARI." PEDULI: Jurnal Ilmiah Pengabdian Pada Masyarakat 4, no. 1 (August 7, 2020): 76–86. http://dx.doi.org/10.37303/peduli.v4i1.161.

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Abstract: Practicum activities in learning Natural Sciences in the school environment is one of the effective methods to achieve learning objectives. Because in learning activities there are many concepts that can be explained if students carry out scientific activities or with laboratory tests. Singosari 1 High School is one of the high schools located on Jl. Ki Hajar Dewantara Singosari, Malang Regency. This community service activity aims to provide practical guidance to students in SMA Negeri 1 Singosari for Chemistry subjects. This is based on the results of interviews with chemistry teachers who showed that many students had difficulty in acid-base material. The method used needs analysis and is measured with quantitative data in the form of a tabulated questionnaire. The results of this service can be measured qualitatively and quantitatively, namely a questionnaire given to students that shows that there is a positive response and most feel very satisfied with the practicum activities undertaken. Students feel they can construct their understanding independently. Keywords: Practicum, acid-base, IPA

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Cahyaningrum, Nilam, and Eny Kusumastuti. "Dolanan Dance Learning on Supervising Pre-Service Teachers during Teaching Practicum Program." Harmonia: Journal of Arts Research and Education 14, no. 2 (December 1, 2014): 78. http://dx.doi.org/10.15294/harmonia.v14i2.3289.

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Luo, Xue, and Wansoo Park. "Development of a Web-Based GIS Learning Module for Community Asset Mapping to Enhance Service Learning in Social Work Education." International Journal of Librarianship 5, no. 1 (July 23, 2020): 36–52. http://dx.doi.org/10.23974/ijol.2020.vol5.1.159.

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In recent years, service learning – a pedagogical approach that integrates learning through service in the community – has gained increasing popularity in higher education as a means to enhance student learning and civic engagement. Service learning is relevant to social work education because of its emphasis on social justice and the amelioration of social problems and field education through practicum sites. The benefits of service learning, however, are dependent on successful integration of this pedagogical approach into the classroom. By developing a web-based learning module, this project aims to explore the possibility of using community asset mapping and geographic information systems (GIS) as an integrated technology tool to promote service learning in social work education. An assessment of this module was conducted by a student survey. The overall positive feedback on the module indicates its contribution to social work study as well as its potential applicability to larger contexts. The project can serve as a starting point for developing best practices for the training of students in mapping and spatial thinking in their community practices that would benefit other disciplines as well. The project supports the university’s mission to improve student-centred, interdisciplinary, and innovative teaching and learning, and its commitment to enhance the economic and social well-being of the local communities.

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Suárez Flórez, Sergio Andrés, and Edwin Arley Basto Basto. "Identifying Pre-Service Teachers’ Beliefs About Teaching EFL and Their Potential Changes." PROFILE Issues in Teachers' Professional Development 19, no. 2 (July 1, 2017): 167–84. http://dx.doi.org/10.15446/profile.v19n2.59675.

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This study aims at identifying pre-service teachers’ beliefs about teaching English as a foreign language and tracking their potential changes throughout the teaching practicum. Participants were two pre-service teachers in their fifth year of their Bachelor of Arts in Foreign Languages program in a public university in Colombia. Data were gathered through a modified version of Beliefs about Language Learning Inventory before the practicum, eight weekly journal entries administered during ten weeks, and two semi-structured interviews at the end of the teaching practicum. The findings revealed that most of the pre-service teachers’ beliefs changed once they faced the reality of the classroom.

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Arshavskaya, Ekaterina. "Complexity in mentoring in a pre-service teacher practicum: a case study approach." International Journal of Mentoring and Coaching in Education 5, no. 1 (March 7, 2016): 2–19. http://dx.doi.org/10.1108/ijmce-07-2015-0021.

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Purpose – Significant effort has been made to support pre-service and novice teacher learning in the K-12 context. Less attention has been paid to promoting pre-service and novice second language teacher learning via collaboration with peers and more expert educators at the university level. In order to facilitate this type of teacher collaboration, a mentoring project was incorporated into the existing practicum of a Master of Arts in Teaching English as a Second Language (ESL) program at a US University. The purpose of this paper is to examine the nature of the mentoring experiences of four ESL mentor-pre-service teacher pairs in the US University context. Design/methodology/approach – For this research project, eight teachers – four mentor-pre-service teacher pairs – participated as pairs in mentoring sessions focussed on activities such as co-planning, co-teaching, and co-reflecting on teaching. Informed by a sociocultural perspective on teacher learning (Vygotsky, 1978), this study presents case studies of all four pairs in order to demonstrate the complex nature of mentoring. The data analysis focussed on the content of the teachers’ interactions and their perceptions of the mentoring experience. Findings – The study traced the developmental trajectories of the participating teachers over one 15-week academic semester. The study uncovered some critical contradictions that the participants encountered during the mentoring experience, thus pointing to its complexity. The study also uncovered the varied nature of mentoring: whereas in one pair the mentor acted as a more expert other (Vygotsky, 1978), in another pair, the mentoring relationship was more reciprocal. Practical implications – This study showed that pre-service teachers can develop further through mentoring. Such mentoring can help teachers gain confidence and share teaching strategies. At the same time, the study revealed certain challenges associated with introducing a mentoring project in a pre-service teacher practicum. It is recommended that program faculty as a whole read the rich dialogues produced by participating teachers engaged in relationships focussed on collaborative learning, thereby discovering a foundation for revisions that go beyond individual teaching practices to the programmatic level. Originality/value – This study’s principal contribution to the field is that it showcases the complex nature of mentoring experiences and the ways in which they differ from each other.

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Nuraeni, Nuraeni, and Yayu Heryatun. "Reflective practice strategies of pre-service English teachers during teaching practicum to promote professional development." Studies in English Language and Education 8, no. 3 (September 16, 2021): 1144–57. http://dx.doi.org/10.24815/siele.v8i3.20221.

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Reflective practice in pre-service language teacher education is required as a tool to critically evaluate the link between theory and practice as well as to explore the beliefs and practices of pre-service English teachers during the teaching practicum programs. This study was aimed to explore the strategies of reflective practice used by pre-service English teachers during their teaching practicum to promote professional development. A case study was adopted as a research design and reflective journals were employed to collect data. The participants involved were six pre-service English teachers who had joined teaching practicum at schools for three months. This study employed thematic analysis for analysing the data from reflective journals. The results revealed that three strategies of reflective practice were identified: recollection, reflection-in-action, and mentoring process. In each strategy, the participants reflected differently based on the learning experiences they had, the teaching situation they faced, the ability to make decisions, and the beliefs they possessed. Through these strategies, they learned how to develop their own theories of teaching, how to make various links between theory and practice, and how to develop the level of thinking, problem solving, and decision making. If these strategies are continuously conducted, they ultimately can develop their professionalism as teachers. This study implies that reflective practice can also be incorporated in the curriculum of pre-service teachers and not only during teaching practicum since it entails huge benefits for pre-service English teacher development.

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Ralph, Edwin George, Keith Walker, and Randy Wimmer. "The Clinical/Practicum Experience in Professional Preparation: Preliminary findings." Articles 43, no. 2 (December 19, 2008): 157–72. http://dx.doi.org/10.7202/019580ar.

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Abstract The authors synthesize preliminary findings from an interdisciplinary study of the practicum/clinical phase of undergraduate pre-service education in the professions. Early data analysis identified similarities and differences across disciplines in terms of: (a) the terminology describing each practicum program, (b) the programs’ key characteristics, (c) their respective strengths and weaknesses, (c) the way practicum students are mentored and evaluated, and (d) future innovations in this experiential learning phase of professional preparation.

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Tan, Yuen Sze Michelle. "Learning study is “hard”: case of pre-service biology teachers in British Columbia." International Journal for Lesson and Learning Studies 7, no. 1 (January 2, 2018): 37–49. http://dx.doi.org/10.1108/ijlls-02-2017-0013.

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Purpose The purpose of this paper is to describe a pilot learning study (LS) comprising of three biology pre-service teachers (PSTs) in British Columbia, which took place during an initial teacher education (ITE) course and school-based practicum. The study explored PSTs’ learning experiences, and identified conditions that supported and challenged their engagement with the LS discourse. Design/methodology/approach Drawing from a variety of methods including teacher semi-structured interviews and reflective entries, the PSTs’ experiences of teaching and reflection were described and themes were constructed; course assignments, classroom materials, meeting notes and fieldnotes served triangulation purposes. Variation theory framed the LS and analysis of this case study. Findings Findings highlight how the PSTs developed comfort with the tension of making mistakes that supported their interpretation of classroom pedagogy and refining of instructional strategies. As the study alluded to how LS is “hard,” the PSTs demonstrated how positive experiences in the course-based cycle sustained their pursuit of learning despite challenges faced in the school-based practicum. Research limitations/implications This small-scale study has limited generalizability. Practical implications Exposing PSTs to a variety of “mistakes” in ITE and to approach them not merely as ontological objects of pedagogical shortcomings are discussed together with factors that promoted teacher learning. Originality/value This study contributes to literature exploring the organization of LS within ITE, as situated in educational contexts where LS is unfamiliar and organizational structures are not readily in place to fully support its implementation.

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Lee, Youngjoo, and Hyojung Gil. "The Relationship between Factors Affecting pre-service child care Teachers' Practicum Stress - Focused on Child care Practicum learning environment -." Asia-pacific Journal of Multimedia services convergent with Art, Humanities, and Sociology 7, no. 7 (July 31, 2017): 111–20. http://dx.doi.org/10.14257/ajmahs.2017.07.48.

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Murray, Jeffrey W. "Articulating Learning Objectives for an Undergraduate Teaching Assistant Program: Merging Teaching Practicum, Leadership Seminar, and Service Learning." Journal of the Scholarship of Teaching and Learning 15, no. 6 (December 8, 2015): 63–77. http://dx.doi.org/10.14434/josotl.v15i6.19099.

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Since its inception in 2009, the Undergraduate Teaching Assistant Program (in the Department of Focused Inquiry at Virginia Commonwealth University) has evolved and expanded into an amalgamation of three distinct but overlapping elements: (i) teaching practicum, (ii) leadership seminar, and (iii) service learning experience. But only recently have we begun to fully and systematically itemize and map the precise learning objectives of the program. This task is particularly important, and particularly challenging, as the program merges learning objectives typically associated with each of the aforementioned elements. This essay seeks to more fully and more systematically articulate the precise learning objectives of this program, first by collating the observations and best practices of faculty who participate in the program into a list of seven skill sets and twenty-one subordinate classroom activities and modes of engagement, second by wedding those results with the “ABC” framework of experiential learning discussed by Carver (1996), and third by further mapping specific learning objectives within that framework through a process of triangulation. It is hoped that this process can be deployed in any similar undergraduate teaching assistant or peer mentoring program in order to reveal the interconnections among various programmatic elements and particular learning objectives.

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Kim, Yanghee, and Youngkyong Jong. "Beliefs on EFL Teaching and Learning and Practicum Experiences of Pre-Service Teachers." British and American Language and Literature Association of Korea, no. 134 (September 30, 2019): 195–224. http://dx.doi.org/10.21297/ballak.2019.134.195.

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JIANG, Hu Jun, Jiwon LEE, and Jung Bog KIM*. "Analysis of Teaching Behavior in Pre-Service Teachers' Practicum with Learning Assistant Experiences." New Physics: Sae Mulli 68, no. 8 (August 31, 2018): 909–20. http://dx.doi.org/10.3938/npsm.68.909.

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Frydaki, Evangelia, and Maria Mamoura. "How Can Practicum Experiences Transform Pre-Service Teachers’ Knowledge about Teaching and Learning?" International Journal of the Humanities: Annual Review 9, no. 1 (2011): 225–36. http://dx.doi.org/10.18848/1447-9508/cgp/v09i01/43120.

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Akyel, Ayşe. "Research Engagement in the EFL Pre-Service Practicum." Language in Focus 1, no. 1 (July 1, 2015): 1–14. http://dx.doi.org/10.1515/lifijsal-2015-0001.

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Abstract The study aims to add to our understanding of pre-service teachers’ perceptions and experiences of research engagement during the school practicum. Specifically speaking, the following research question was addressed: What are Turkish pre-service EFL student teachers’ perceptions of the extent to which research engagement in the school practicum is beneficial for their professional development? Twenty-Four EFL student teachers (22 female, 2 male) participated in the study. They all took the practicum course together with the teacher research course during the 8th semester of their four-year undergrad education. Data came from an open-ended questionnaire, student teachers’ written reflections, conclusion sections of the research projects and semi-structured interviews with some of the participants after graduation. The findings indicated that participants benefited from research engagement during their practice teaching experience in questioning and reframing their understandings of teaching. However, they had some difficulties in research engagement during the school practicum. These findings have some crucial implications for the school practicum component of EFL teacher education programs. There is a common agreement that the pre-service teacher education programs are ideally responsible for laying the foundation for “contextualized” and “personalized” (Freeman & Johnson,1998) learning opportunities and preparing novices “to learn in and from their practice”(Feiman-Nemser, 2005). To this end, teacher candidates need support in using their own teaching practice as well as that of others (Kane and Francis, 2013) as a site of inquiry to examine and or reframe their understandings of teaching and students. (Ball and Cohen, 1999; Cochran and Smith and Lytle, 2009; Norman and Feiman-Nemser, 2005; Parr and Timperley 2010, Trent 2012). However, it is generally accepted that opportunities for such a process are not efficiently created by pre-service teacher education programs (Freeman&Johnson 1998, Feiman- Nemser 2009; Kane and Francis, 2013)

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Yuliyanto, Eko, Yosef Wijoyo, Enade Perdana Istyastono, and Fitria Fatichatul Hidayah. "REFLEKSI PRAKTIKUM KIMIA ORGANIK CALON PENDIDIK KIMIA MENGGUNAKAN REKAMAN VIDEO." JURNAL PENDIDIKAN SAINS (JPS) 6, no. 2 (November 16, 2018): 76. http://dx.doi.org/10.26714/jps.6.2.2018.76-83.

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Organic chemistry is one of the courses that must be taken by a pre-service teacher. However, not all students like the subject, on the other hand they have to learn. Practicum of Organic chemistry has been carried out for some time by chemistry education students. Therefore to bridge the gap and problems. It needs to be an improvement to find out the problem. Therefore it is necessary to reflect on organic chemistry practicum using videos. This research was in the form of observation of learning organic chemistry which was participated by 29 semester 3 chemistry education students with acetic acid synthesis material, saponification and synthesis of butyl acetate. Based on the results of the study concluded that 1). It is important to prepare students' skills in using equipment 2). Practical topics getting closer to everyday products, will be more interesting, 3).Preliminary confirmation before practicum is important to ensure student readiness, 4). Reflection is very helpful in reminding lecturers of the results of learning objectives.

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Black, Glenda, and Rogerio Bernardes. "17. Using Arts-Based Activities to Foster Transformative Learning During a Teaching Practicum in Kenya." Collected Essays on Learning and Teaching 5 (June 19, 2012): 98. http://dx.doi.org/10.22329/celt.v5i0.3439.

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This essay explores and presents strategies we, as Canadian faculty facilitators of a teaching practicum in Kenya, used to foster the pre-service teachers’ knowledge and understanding of critical reflection and transformative learning processes by using arts-based activities. Participation in the arts-based activities while in Kenya encouraged the pre-service teachers to reflect upon and make sense of their cultural, social, and pedagogical experiences, and provided opportunities for them to gain insights that perhaps would not have been revealed using more traditional reflection formats. The transformational learning experienced by the pre-service teachers as they were immersed in arts-based pedagogical activities was evident on a personal and professional level.

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Lee, Young-Joo, and Hyo-Jung Gil. "The mediating effect of ego-resilience on correlation between practicum learning environment and practicum stress of pre- service kindergarten teachers." Journal of Korea Open Association for Early Childhood Education 21, no. 4 (August 31, 2016): 155–78. http://dx.doi.org/10.20437/koaece21-4-07.

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Gillett-Swan, Jenna, and Deanna Grant-Smith. "Addressing mentor wellbeing in practicum placement mentoring relationships in initial teacher education." International Journal of Mentoring and Coaching in Education 9, no. 4 (July 30, 2020): 393–409. http://dx.doi.org/10.1108/ijmce-02-2020-0007.

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PurposeUniversity-affiliated mentors serve as liaisons between schools and pre-service teachers during practicum placements, offering academic, administrative and relational support. In the context of academic workload intensification, increasing student numbers and the need to respond to issues as they occur in time-pressured environments, the wellbeing of mentors can become compromised. Mentor wellbeing is explored, highlighting corollary impacts of threats to pre-service teacher wellbeing on those who support them.Design/methodology/approachA descriptive single case-study explored mentor lived experiences of wellbeing during the pre-service teacher practicum placement and mentoring process. Semi-structured interviews were conducted with mentors supervising pre-service teacher professional experience placements. Adopting a shadowed data approach, mentors shared their own experiences and reflected on the experiences of others. Data was analysed using thematic content analysis.FindingsMentor and pre-service teacher wellbeing experiences exhibited similar wellbeing indicators, including personal and professional stress, workload strains and ethical dilemmas. Many mentors felt invisible in terms of supports for their own self-care as the focus was on meeting practicum stakeholder and student support needs rather than their own wellbeing.Originality/valueChanges to professional experience practices must consider potential impacts on pre-service teachers, in-school supervisors and the university-affiliated mentors as the wellbeing of each is potentially impacted the wellbeing of others in this professional experience triad. Increasing emphasis on work-integrated learning experiences across multiple disciplines invites future comparison and contrast of wellbeing experiences.

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Tapp, Karen, and Caroline Macke. "Competency-Based Capstone Projects: Service Learning in BSW Field Practica." Journal of Baccalaureate Social Work 16, no. 2 (January 1, 2011): 75–91. http://dx.doi.org/10.18084/basw.16.2.w221688332511674.

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Although field education is in itself a pedagogical approach, other pedagogies can assist in and strengthen the field-learning experience. One such pedagogy is service learning. Service learning has been described as an experiential teaching approach that engages students in addressing community needs. Additionally, the service must support learning objectives within the course, as students reflect on their experience related to course objectives and reach a broader understanding of their profession and community life. Service learning can be offered as a component of field education via a service-learning capstone project (SLCP) that is competency-based. This article will examine the extant literature on service learning within the social work curriculum. Subsequently, a pedagogical model will be presented that embeds an SLCP within a BSW field practicum. Instructions, examples of completed SLCPs, an evaluative format for an SLCP presentation, and evaluative tools to measure impact of SLCPs on students and agencies are presented.

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Vetter, Diane, Celia Haig-Brown, and Melissa Blimkie. "Culturally Responsive Teaching: Stories of a First Nation, Métis, and Inuit Cross-Curricular Infusion in Teacher Education." LEARNing Landscapes 8, no. 1 (August 1, 2014): 305–22. http://dx.doi.org/10.36510/learnland.v8i1.687.

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This paper explores how the work of the infusion of First Nation, Métis, and Inuit traditions, perspectives, and histories at York University’s Faculty of Education Barrie Site unfolds in practice. It also highlights the learning experiences of pre-service teachers, the majority of whom were non-Aboriginal. Using narrative accounts of practice in faculty and practicum classrooms, the authors elaborate on a set of guiding principles to highlight their practical application by demonstrating what their implementation looks like in local school classrooms. They subsequently describe the challenges faced by faculty and pre-service teachers as they moved theoretical knowledge into practical settings.

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Belanger, Elizabeth. "Public History and Liberal Learning: Making the Case for the Undergraduate Practicum Experience." Public Historian 34, no. 4 (2012): 30–51. http://dx.doi.org/10.1525/tph.2012.34.4.30.

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Abstract This article explores a collaborative public history project between a small liberal arts undergraduate institution and a community social service agency. Drawing on evidence from student reflections and other course materials, it argues that undergraduate students gained important skills through the public history practicum including teamwork and problemsolving skills, intercultural awareness, and reflective practices, as well as discipline-specific learning outcomes. In documenting the student outcomes, it also demonstrates the potential of public history to contribute to undergraduate students' civic capabilities.

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Троценко, Ольга, Ольга Білик, and Наталія Пилячик. "ICT AS A TOOL FOR REDUCING ANXIETY IN PRE-SERVICE FOREIGN LANGUAGE TEACHERS’ PRACTICUM." Information Technologies and Learning Tools 78, no. 4 (September 11, 2020): 193–202. http://dx.doi.org/10.33407/itlt.v78i4.3135.

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Pre-service teachers who have grown up with ICT all around them are considered to be digitally literate. In this case, they are supposed to be proficient in their use of ICT for learning and teaching. This article explores ICT as the factor that influences pre-service teachers’ anxiety. Additionally, it aims at determining the role of ICT in reducing the level of pre-service foreign language teachers’ anxiety during their teaching activities. Anxiety is considered to have a powerful impact on people’s everyday life and on learning and teaching process in particular.The research tools were close-ended questionnaires filled by the respondents.The first one was used to measure pre-service teachers’ anxiety scale in different everyday life situations. The second questionnaire was based on the authors’ socio-psychological experiment, aiming at revealing the influence of ICT on pre-service teachers’ anxiety during their teaching practicum. The study was carried out with 120 pre-service EFL teachers studying at Vasyl Stefanyk Precarpathian National University and Pavlo Tychyna Uman State Pedagogical University who completed their teaching practicum as part of their graduation requirement at the Departments of Foreign Languages.The data obtained from the questionnaires were grouped into two main categories: the general level of students’ anxiety and the anxiety connected with using ICT in teaching English. The latter was categorized into “Very positive”, “Positive” and “Negative” groups based on pre-service teachers’ experience gained during their teaching practicum. ICT use was found to be positively and significantly related to reducing teachers’ level of anxiety. The results of the research proved that the students who did the ICT-related course as a part of their curriculum felt more confident while conducting classes and their level of anxiety was reduced while using modern information technologies.

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Legette, Roy M. "Preparing Preservice Music Teachers to Teach in PreK Settings through the Use of Service Learning." Music Educators Journal 105, no. 1 (September 2018): 28–32. http://dx.doi.org/10.1177/0027432118784364.

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Teacher education programs have long recognized field experience as an essential part of the professional development of aspiring teachers. While much attention has been given to providing preservice music teachers with rich and varied field experiences in grades K through 12, experiences in prekindergarten field settings are much less common. This article discusses the need for preK field experiences in music teacher education programs, the value of service learning as an integral part of these experiences, and preservice music teachers’ perceptions regarding their experiences in a prekindergarten service-learning practicum. While the challenges of service learning are acknowledged, its capability of promoting student growth while providing service to the community is underscored.

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Moloney, Robyn, and Andrew Giles. "Plurilingual pre-service teachers in a multicultural society." Australian Review of Applied Linguistics 38, no. 3 (January 1, 2015): 123–38. http://dx.doi.org/10.1075/aral.38.3.03mol.

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In view of the increasing cultural and linguistic diversity in school classrooms in many English-majority countries, the profile of the pre-service teachers being trained to teach in those classrooms has become of research interest. It was found in a cohort of Australian pre-service teachers that one third of the cohort was plurilingual. This article reports the findings of a project which interviewed fifteen plurilingual pre-service teachers about their linguistic identity, tertiary studies, experiences during practicum teaching, and their beliefs about their future teaching career. The findings reveal dynamic, hybrid, empowered plurilingual identities within their personal lives. In their university studies, however, their skills are invisible, as there are no links made between their identities and their developing professional skills as new teachers. Experiences during practicum included both some validating interactions in diverse schools, but also feelings of exclusion in monolingual schools. The pre-service teachers were insightful as to the valuable skills they possessed which could enhance student learning. The study indicates the need, within the discourse of Australian multiculturalism, for teacher standards, teacher education and schools to recognise plurilingual pre-service teachers’ abilities as a teaching and learning resource, in order for them to achieve an integrated professional identity.

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Voniati, Louiza, Margarita Kilili-Lesta, and Maria C. Christopoulou. "Speech-Language Therapy Clinical Services, Student Education, and Practical Training in the Time of COVID-19: The Rise of Telepractice, Telesupervision, and Distance Learning in Cyprus." Perspectives of the ASHA Special Interest Groups 6, no. 4 (August 20, 2021): 955–63. http://dx.doi.org/10.1044/2021_persp-21-00022.

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Purpose This study aimed to outline the changing forms of speech-language pathology practices, for both clinical services, as well as the profession's education and practicum training in the time of COVID-19 at the European University Cyprus (EUC). This study also aimed to document the steps taken to continue service delivery safely and effectively for both the EUC's Speech, Language and Hearing Clinic's clients and the speech-language therapy students completing their practicum. Method The steps for the access to and continuity of speech-language therapy services and education/training are outlined chronologically, throughout the different phases of the COVID-19 pandemic status in the country. The rise of telepractice, telesupervision, and distance learning, adapted as solutions to the obstacles caused by the pandemic, are explained in detail, while the benefits and limitations are discussed at each step. The professional development that had to take place before this rise is also described. Conclusions The utilization of online/telecommunication technology for education, practical training, and speech-language pathologist service delivery during the time of COVID-19 in Cyprus is here to stay and will probably affect the future of the profession's clinical practice, and consequently, training programs in Cyprus in the years to come. It is uncertain if the effects of such adaptations can generalize in other populations or countries, especially where regulations and policies are already in place, or where the technological foundation is not similar. Through the benefits and limitations presented, conclusions are drawn for the future applications of telepractice, telesupervision, and distance learning post–COVID-19. Suggestions are made for the possible areas of future research, concerning clinical practice and clinical practicum training, as well as for the need to define regulations and establish these types of services in the country. Supplemental Material https://doi.org/10.23641/asha.15057396

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Purwaningsih, S., Nehru Nehru, Jufrida Jufrida, H. Pathoni, and L. Muliawati. "PENGENALAN ALAT–ALAT PRAKTIKUM FISIKA PADA MATERI OPTIK BAGI SISWA SMA NEGERI 8 MUARO JAMBI." SELAPARANG Jurnal Pengabdian Masyarakat Berkemajuan 4, no. 1 (November 20, 2020): 692. http://dx.doi.org/10.31764/jpmb.v4i1.2836.

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ABSTRAKBerdasarkan observasi yang telah dilakukan di SMA Negeri 8 Muaro Jambi, banyak materi Fisika yang semestinya diajarkan melalui praktikum dan percobaan, karena berbagai faktor maka praktikum dan percobaan fisika sering tidak dilakukan, kendala yang paling banyak dijumpai adanya keterbatasan alat-alat praktikum yang tersedia. Kendala tersebut tentunya tidak dapat dibiarkan, harus dicari penyelesainnya agar pembelajaran fisika dapat berjalan sesuai dengan indikatornya. Demikian pula pada saat pembelajaran alat-alat optik, selama ini hanya dipelajari secara teori saja, pada hal untuk memahami konsep yang baik, disamping mempelajari teori juga harus disertai dengan praktikum agar dapat memahami konsep dengan baik dan juga menambah minat belajar siswa. Di SMA Negeri 8 Muaro Jambi tidak selalu praktikum dapat dilakukan, hal ini terkendala oleh ketiadaan alat-alat yang tersedia, terutama praktikum alat-alat optik. Untuk mengatasi masalah itu perlu dilakukan pengenalan alat-alat optik dan pada akhirnya melakukan praktikumnya agar supaya siswa dapat membuktikan kebenaran teori-teori yang sudah dipelajari. Berdasarkan kegiatan pengabdian kepada masyarakat yang telah dilaksanakan dapat disimpulkan bahwa kegiatan pengabdian sangat dibutuhkan bagi pihak sekolah terutama SMA Negeri 8 Muaro Jambi. Adanya kegiatan pengabdian ini guru fisika merasa terbantu dalam membelajarkan siswa-siswi dan mendapat inspirasi bagi guru untuk melakukan praktikum alat-alat optik.. Kata Kunci: praktikum alat-alat optik; SMA Negeri 8 Muaro Jambi. ABSTRACTBased on observations in SMA 8 Negeri Muaro Jambi, many Physics topic should be taught with practicum and experiment in laboratory. Many various factors the practicum and physics experiment was not done. The most common obstacle was the lack of practicum tools available. These obstacles certainly can not be tolerated, solutions must be sought so that the learning of physics can proceed according to the indicators. Similarly, when learning optikal devices, so far only studied in theory only, in terms of understanding good concepts, besides studying theory must also be accompanied by a practicum in order to understand the concept well and also increased the student interest in learning. In SMANegeri 8 Muaro Jambi not always practicum can be done, It was constrained by the lack of available equipment, especially practicum of optikal devices. To overcome this problem, it was necessary to introduce optikal devices and ultimately done the practicum . The students could prove the truth of the theories that they have learned. Based on community service activities that have been done, it can be concluded that community service activities were needed for schools, especially SMA Negeri 8 Muaro Jambi. Community service activity feel helped physics teachers in teaching students and got inspiration for teachers to doing the practicum tools optiks. Keywords: optikal equipment practicum; SMA Negeri 8 Muaro Jambi.

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Loukomies, Anni, Jari Lavonen, and Kalle Juuti. "Fostering pre-service teachers’ motivation-related practical wisdom through a mentoring procedure." South African Journal of Childhood Education 5, no. 1 (September 4, 2015): 15. http://dx.doi.org/10.4102/sajce.v5i1.357.

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This article introduces a procedure aimed at fostering pre-service teachers’ reflective thinking and practical wisdom and encouraging them to adopt a theory-based view of promoting learners’ motivation while taking into account learners’ different motivational profiles. The procedure is based on a study about the promotion of science-related motivation among students with different motivational orientations by employing an inquiry-based science teaching approach and out-of-school learning, as well as supporting learners’ basic psychological needs, in order to provide relevant and meaningful conditions for learning. The procedure for pre-service teacher education encompasses lessons intended to familiarize student teachers with theoretical perspectives, authentic case studies of learners with different motivational orientations, support for lesson planning, and reflection on the implemented plans. The described procedure may be used in teacher education during mentoring sessions in practicum periods.

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Getz, Marjorie A. "SERVICE LEARNING AS A MEANS TO ENHANCE CONNECTIONS TO OLDER ADULTS." Innovation in Aging 3, Supplement_1 (November 2019): S536. http://dx.doi.org/10.1093/geroni/igz038.1969.

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Abstract Aging is a distinct part of the life cycle. College students enrolled in courses in gerontology often have difficulty relating to aging, that part of life not yet experienced. They may not fully appreciate that adults become more unique, not more similar, as they age. We describe courses in an undergraduate gerontology certificate program that incorporate experiential learning activities with older adults across a hierarchical sequence of courses. These courses feature service learning opportunities focused on increased understanding of course content, broader appreciation of the discipline and improved sense of civic responsibility. Much like the course content of the curriculum, the incorporated experiential learning opportunities for each course level fit a hierarchy leading to student competence and skills development needed for success in the final independent practicum. For the described courses, students provided community service, experienced direct contact with older adults and used reflective practices to integrate course content into service learning activities. We report on qualitative data obtained from students enrolled in the foundational course, Biophysical Aspects of Aging and the third level course, Aging and Mental Health. Content analyses of reflective essays identified five themes: (a) insights about the realities of aging in America (b) perceptions concerning personal negative stereotypes about older adults; (c) feelings of accomplishment/awareness of new skills in providing community services; (d) understandings related to the importance/value of community service; and (e) successes in integrating the course work on aging into service-learning experiences. Other experiential learning activities incorporated into this gerontology certificate program are highlighted.

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Jones, Mellita, and Josephine Ryan. "Learning in the practicum: engaging pre-service teachers in reflective practice in the online space." Asia-Pacific Journal of Teacher Education 42, no. 2 (March 26, 2014): 132–46. http://dx.doi.org/10.1080/1359866x.2014.892058.

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Misdi, Misdi, Desy Rachmawaty, Nurani Hartini, Kardi Nurhadi, and Hendriwanto Hendriwanto. "The Emotional Geography of A Female EFL Pre-service Teacher in Teaching Practicum: Voice from Initial Teacher Education." Langkawi: Journal of The Association for Arabic and English 7, no. 1 (June 27, 2021): 106. http://dx.doi.org/10.31332/lkw.v7i1.2321.

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Despite a surge of research interest in pre-service teachers' experiences in teaching practicum over the past years, scant attention has been paid to exploring pre-service teachers' emotional aspects in teaching practicum. This study seeks to fill this gap by investigating the emotional experiences, in particular the emotional geography of a female pre-service teacher who has just completed her teaching practicum situated in Indonesian teacher education, by adopting a narrative inquiry. The data were derived from interviews capturing the critical incidents of her emotional geography while interacting with her cooperating teacher, students and teacher educator. The data were qualitatively analyzed with Hargreaves' emotional geography framework, including physical, moral, socio-cultural, professional and political geography. Drawing on the findings, the participant expressed a wide range of positive and negative emotions such as dealing with a scary-imaged person, being more attentive employing bilingualism during then instruction, getting customized with varieties of instructional media, and being good feeling. This study implied that the policymakers, teacher educator, and cooperating teacher should pay pre-service teacher teaching skills and the emotional aspect to get emotional understanding for continuing learning to teach in teacher education landscape

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Journal articles on the topic 'Service-learning practicum'

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