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Reflections on Common Mistakes of Prospective Teachers During Practicum

Author

Listed:
  • Muhammad Zafar Iqbal

    (PhD (Scholar), Dept of Education, International Islamic University, Islamabad, Pakistan.)

  • Mehmood Ul Hassan

    (Head of Department (English), the University of Lahore Pakpattan campus, Pakistan.)

  • Muhammad Qasim Ali

    (PhD (Scholar), Bahauddin Zakariya University, Multan, Pakistan.)

Abstract

This paper examines the common mistakes of prospective teachers during practicum. Major objective of the paper was to study the common mistakes of prospective teachers during practicum. Quantitative data was collected through questionnaire from 800 prospective teachers and 80 prospective teachers (i.e 10% of total sample) were observed. Descriptive analysis was made to see the tendencies of the quantitative data and qualitative data was analyzed though content analysis approach. During practicum prospective teachers are provided with a chance to learn teaching skills. This paper explores how many prospective teachers were aware from their mistakes and attempt to overcome the shortcomings of delivery of lesson. Results revealed that majority of teachers experienced lack of confidence, start or end their lessons abruptly, failed to ensure student’s participation in lesson and adopt authoritative behaviour with students. Majority of prospective teachers were aware about their mistakes and failed to view learning as an active process by ensuring students feedback.

Suggested Citation

  • Muhammad Zafar Iqbal & Mehmood Ul Hassan & Muhammad Qasim Ali, 2016. "Reflections on Common Mistakes of Prospective Teachers During Practicum," Journal of Policy Research (JPR), Research Foundation for Humanity (RFH), vol. 2(2), pages 11-22, December.
    • Handle: RePEc:rfh:jprjor:v:2:y:2016:i:2:p:11-22
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