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Student Teachers' Perceptions on the Effectiveness of Practicum and Practicum Supervisors Dr. Amin Abdullah AL-Mekhlafi [email protected] Ajman University of Science and Technology Faculty of Education and Basic Sciences ABSTRACT The practicum experience of each individual student teacher ...

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Student Teachers' Perceptions on the Effectiveness of Practicum and Practicum Supervisors ameen almeklafi

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Student Teachers' Perceptions on the Effectiveness of Practicum and Practicum Supervisors

Dr. Amin Abdullah AL-Mekhlafi [email protected] Ajman University of Science and Technology Faculty of Education and Basic Sciences

ABSTRACT The practicum experience of each individual student teacher (ST) is influenced by a multitude of integrated and interrelated factors. These include, but not limited to, the host school environment, the duration period of practicum, the university supervisors (USs), the cooperating teachers (CTs), and the nature of feedback STs receive. To shed some light on the effectiveness of practicum and practicum supervision on STs' practicum experience, researchers need to uncover the multi faceted nature of such factors and investigate their impact on the success or failure of STs' practicum experiences. To this end, the current study has investigated the perceptions of 158 female undergraduate STs majoring in teaching English as a foreign language on the effectiveness of practicum and practicum supervision on shaping STs' practicum experiences. It also investigates whether or not there are any significant differences in the effectiveness of USs and CTs. The results of the study have shown that STs had positive perceptions towards most of the factors in question. At the same time, some significant differences in the STs' perceptions have been found in relation to the effectiveness of USs and CTs. The findings have further confirmed the importance of continuously evaluating the effectiveness of practicum factors for the improvement and development of practicum, practicum supervision, and teacher education programs.

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1. INTRODUCTION Practicum is a vital stage in the preparation of prospective teachers. It provides them with real teaching opportunities where they can put into practice the theoretical knowledge they have acquired during their course of study and interact with the complexities and intricacies of the school environment (Yost, et al. 2000; Ganser, 2002; Haigh et al. 2006). Consequently, it ought to have a great impact on STs' learning/teaching experience. For this reason, teacher preparation programs, as expressed by several researchers such as Darden, et al. (2001), Woods and Weasmer (2003), Smith and Lev-Ari

(2005), and Andrew (2007), devote a

considerable portion of the curriculum to the art of teaching pedagogy. Thus, practicum is regarded by several researchers (Ganser, 1996; Koskela and Ganser, 1998; Darden, et al. 2001; Haigh et al. 2006; Wilson, 2006) as the capstone in any teacher preparation program.

There is a critical need, especially in the Arab region, for a body of knowledge on the effectiveness of practicum, the appropriateness of host schools, the adequacy of the duration period of practicum, the effectiveness of practicum supervisors, and the consistency and nature of feedback STs receive. Investigating complex issues as such may shed greater insights into the complex nature of practicum, enable educators to gain better understanding of it, and help to find various ways to improve the level of practicum effectiveness. Furthermore, the accumulation of such a body of knowledge would help to restructure and develop not only the practicum, but also the teacher education programs themselves since they are the melting-pots where the professional make up of prospective teachers is molded. To this end, this study has been conducted to investigate the effectiveness of some of the various practicum factors. A 25 item closed-ended questionnaire was distributed to 158 TEFL female STs to seek answers to the following research questions: 1. To what extent do the participants believe that they have benefited from practicum and practicum supervisors? 2. To what extent do the participants believe that the duration period of practicum is adequate? 3. To what extent do the participants believe that the host school environment is appropriate? 4. What are the profiles of the participants' perceptions on the effectiveness of university supervisors? __________________________________________________________________________________________ 8

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5. What are the profiles of the participants' perceptions on the effectiveness of cooperating teachers? 6. To what extent do the participants believe that they have received consistent feedback and guidance from both practicum supervisors? 7. Are there any significant differences in the participants' perceptions on the effectiveness of university supervisors and cooperating teachers?

2. PRACTICUM AT THE COLLEGE OF EDUCATION Practicum is the culmination stage of a four-year course of study in the TEFL program at Ajman University of Science and Technology (AUST). AUST, through the Training Unit, ensures that STs are provided with school environment where they can put into practice what they have learned throughout their course of study. The College of Education at AUST adopts an approach to practicum in which STs join schools for a full semester (16 weeks). Practicum unfolds into a five-stage project. The first stage is an orientation stage that lasts for two weeks spent at the campus. During this stage, STs are familiarized with the practicum program: its objectives, the supervisors' roles and responsibilities, STs' rights and duties, host schools, the curriculum, and the evaluation process. STs are also engaged during this stage in microteaching and/or watching and evaluating actual teaching lessons using video episodes. The orientation stage is followed by an observation stage which also lasts for two weeks. STs, herein, join the host schools for the first time where they are acquainted with the school environment, textbooks, policies, and facilities. Each ST, at this stage, is assigned to a particular cooperating teacher. STs are expected to attend classes in their specialization with their US and then join in for discussion and feedback sessions. The third stage, the partial teaching stage, starts at the 5th week and lasts for two weeks, too. STs are expected to gradually get into partial teaching, analyze particular lesson contents, prepare daily lesson plans, and teach certain parts of particular lessons. The full-lesson teaching stage begins at the eighth week and extends over eight weeks. During this time, STs are supposed to assume full responsibilities just like other regular teachers. They are expected to takeover full-period teachings, attend meetings, and participate in most school activities. During this stage, the USs and CTs are required to make a number of observation visits to oversee the STs' teaching

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performance and hold periodical feedback sessions to discuss the strengths and pitfalls of their performance. Then, each supervisor is required to make at least two evaluation visits during which s/he evaluates the ST's performance. The final week of practicum comprises the feedback stage in which STs together with the USs get back to the campus. During this week, a number of feedback sessions are held to discuss: the effectiveness of practicum, the problems and difficulties STs have faced during practicum, as well as suggestions and recommendations for development and improvement of future practicum experiences.

3. LITERATURE REVIEW 3.1 School Environment and Practicum Duration Most teacher preparation programs entail that STs should spend a sufficient period of time in host schools where they can be provided with opportunities to put into practice what they have learned at college and consequently attain a greater understanding of the teaching environment and acquire solid knowledge of the various aspects of teaching. Research has shown that the nature of the school environment (Edwards and Protheroe, 2003) and the duration of practicum (McCullick, 2001) play a very significant role in the success or failure of the STs' practicum experiences. Despite this assertion, some other researchers (see Hickson et al., 2006) have conjectured that the length of practicum may have nothing to do with its quality.

3.2 Practicum Supervisors The effectiveness of practicum supervisors depends on the nature of the roles and responsibilities they play (Adey and Speedy, 1993; Kettle and Sellars, 1996; Hawkey, 1997, 1998; Sandholtz and Shannon, 2000; Baniabdelrahman, 2004). Such roles and responsibilities have changed in the last few years as stated clearly in the practicum manuals of most teacher education programs and shown, in practice, by various research studies (e.g., Zeichner, 2002). Additionally, practicum supervisors, in recent years, are no longer being looked at as testing forces, but rather as facilitators, promoters, guides, and important sources of emotional support (Wallace, 1991; Beck and Kosnik, 2000, 2002; Levin and Rock, 2003; Caires and Almeida, 2007). They are also counted as valuable resources available for STs to refer to whenever they need. This requires practicum supervisors to adopt a coaching approach in __________________________________________________________________________________________ 10

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which they lead the STs into a productive teaching/learning process throughout the training period. In this approach, STs are valued and provided with encouraging gestures, constant emotional and professional support (Smith and Ardle, 1994; Beck and Kosnik, 2000, 2002; Hamman et al. 2006; Caires and Almeida, 2007). Valuing STs’ contribution to the overall practicum process may encourage STs to experiment with new pedagogical ideas, as indicate by Talvitie, et al. (2000).

A number of research studies have examined the participants' perceptions of the ideal qualities and behaviors of practicum supervisors. In a study done by Allan and Jan (1996), the researchers have investigated the actual and the ideal professional, procedural, and personal characteristics of USs. They have concluded that being fair, consistent, approachable, and supportive are among the most desirable characteristics. Their study has also shown, among other things, that practicum supervisors should be keen in developing STs' experience, providing STs with constructive feedback, sharing their experiences with STs, providing them with constructive advice and effective communication skills, etc. Similar findings have also been found in Edwards (1987). The study comes up with a list of the most highly valued ten characteristics. Some of which are: attentive listening, establishing rapport, providing constructive feedback and support, showing awareness of STs' progress, demonstrating knowledge of practicum requirements, and encouraging self-evaluation during feedback discussions.

In an extensive study on 1104 participants done by Enz et al. (1996), the researchers have generated a comprehensive description of the essential functions USs should play as perceived by STs, CTs, and USs themselves. The findings have shown that USs are expected to play three distinctive roles as mentors, professional resources, and interpreters. Among the USs most important functions are: 1) observing STs while teaching actual lessons; 2) providing them with feedback; 3) providing them with appropriate moral support and encouragement; 4) providing them with instructional advice that enhances their teaching experiences; and 5) helping in solving conflicts that might face STs in their course of training.

STs spend most of the time with CTs more than they do with USs since CTs are available most of the time at the host school. Thus, CTs, as indicated by several researchers such as Castillo (1971), Copas (1984), Grimmett and Ratzlaff, (1986), and Hamman et al. (2006), are __________________________________________________________________________________________ 11

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expected to help STs adjust to the host school, allow them access to all teaching resource materials, discuss with them planning and evaluating various learning experiences, engage them in conferencing regarding their teaching performance, and evaluate their progress and development based on regular observation and feedback. Thus, CTs' influence on STs' performance ought to be paramount and goes beyond classroom pedagogical practices (Woods and Weasmer, 2003). In other words, STs are expected to learn from the ways CTs deal with everyday issues at school such as meeting students' parents, dealing with others at school, and even in self-posting: clothing, language, and conduct (Dobbins, 1996; Haigh and Ward, 2004).

3.3 Feedback Feedback is considered an essential element in the development of STs' professional, personal, and procedural skills. The nature and the frequency of feedback have a great impact on the development of STs' practicum experience. In this sense, consistent feedback is very significant whereas inconsistent guidance, as indicated by Zeichner (1990), is a sign of weakness in practicum and its impact is damaging to STs' experience. In addition, other research studies such as Bourke (2001) have stressed that it is not enough to give STs an oral feedback since it could be forgotten and in that sense will not bring about the desirable outcomes. Therefore, practicum supervisors should engage STs in what Bourke (2001) calls task-based approach in which all participants are engaged in face to face interaction that focuses on discursive scaffolding rather than right and wrong judgments. In a similar line, Gaffery and Porter (1990) and Hawkey (1998) constant communication and common frames of reference amongst practicum supervisors are very critical for consistent feedback which, consequently, results in stability and assurance for STs and success in practicum.

The above studies have led, at least, to two conclusions. First, they stress that USs and CTs are key participants in practicum and their effectiveness on practicum plays a great role in the success or failure of STs' practicum experiences. Second, they have shown the importance of investigating the effectiveness of practicum not only from the supervisors and/or administrators' perspectives, but also from the perspectives of the STs themselves since they are the ones who are immediately positively or negatively influenced by the overall practicum

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experience and could give an accurate account of practicum. Therefore, the current research study has made this as the sole focal point of investigation.

4. RESEARCH METHODOLOGY The overall experience of STs during practicum is a byproduct of the interaction between all factors directly or indirectly related to practicum such as: the school environment, STs themselves, practicum supervisors, practicum administrators, the length of practicum period, etc. These factors individually and/or collectively play a significant role in the success or failure of STs' practicum experience. Using descriptive statistics, the current study investigates the effectiveness of certain practicum factors on STs' practicum experiences.

4.1 Questionnaire Development In order to answer the research questions mentioned earlier, a 25 item Likert-type questionnaire was developed to collect data pertaining to STs' perceptions of those practicum factors delineated in the research questions. The perception measures were formed in statements to which the participants were asked to rate their perceptions on a five-point scale ranging from "strongly agree" to "strongly disagree". The questionnaire was given to three experts in TEFL and education to check its content and face validity. Based on their comments and suggestions a second version was created and administered to a group of STs (N=26) to rectify any difficulties the respondents had and at the same time to re-check face and content validity. Some minor changes were made and a final version of the instrument containing 25 items was created. Copies of the final draft were distributed to 158 female TEFL STs during the last weeks of practicum in the second semester of the academic year 2006-2007. 109 copies were collected constituting a 69% return rate. The reliability of the questionnaire was measured using Guttman split-half correlation analysis. A 0.83 reliability estimate was achieved using Unequal-length Spearman Brown Prophecy Correction Formula.

4.2 Participants The participants were in the fourth and final year of their study in the TEFL undergraduate program at AUST. They joined practicum since they had already completed 105 or more credit hours and took the required courses in the art of pedagogy. The university supervisors __________________________________________________________________________________________ 13

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randomly placed the STs into 20 UAE schools in three major educational zones (Sharja, Ajman, and Fujairah). STs were also assigned to cooperating teachers immediately after they arrived at the host schools. They were also allowed to register for some courses at the college in the afternoon period. The USs were supposed to visit STs sporadically (once a week) whereas CTs' supervision of the STs was almost daily. The STs' final evaluation grade was divided as follows: 70 % for USs, 20% for CTs, 10% for school principal.

4.3 The Significance Of The Study Teacher education programs assign great human and material resources for practicum every year to guarantee its success and effectiveness. Thus, research studies in this area are of great importance and value for teacher education programs, practicum, practicum supervisors, and prospective teachers themselves. Such studies help educators and program designers make sound decisions related to practicum and practicum supervision and base such professional decisions on solid grounds. Therefore, the need for more research studies on the effectiveness of practicum and practicum supervision continues to be necessary especially for those studies that investigate the perceptions of the STs themselves since they are the immediate beneficiaries of practicum. Consequently, the current study is expected to add to the creation of a body of knowledge concerning the effectiveness of practicum and practicum supervisors. It could also be a source for the development of practicum, the re-conceptualization of practicum supervision, and the further research activities. 4.4 Limitations of the Study The limitations of this study include, but not limited to, the scope and size of the sample and the methodology of data collection. All the participants in the current study are of one major (i.e., TEFL) and the research methodology is limited to the use of closed-ended questionnaire. Thus, triangulation of the findings is necessary for future studie...