The Practice And Challenges of Practicum Implementation Program at A Malaysian Teacher Education Institute

  • Ramesh Sathappan (Department of Languages, Institut Pendidikan Guru Temenggong Ibrahim, Malaysia)
  • Premaraj Gurusamy Kolej Matrikulasi Kejuruteraan Johor
Keywords: Student-Teachers, Perspectives, Practicum Practices, Challenges


This study is set to assess the practice and challenges faced by TESL students at a local teacher training institute during their first practicum practices at selected Malaysian primary schools. This research is of significant value, as the 17 student- teachers’ experiences need to be made known; the findings on the transitional move from a safe protected college environment into the unknown territory of school surroundings. Each of these trainee-teachers had leapt into the role of a teacher in the 21st century language class. They would each maintain daily and weekly reflective journals throughout their practicum period to document their teaching concerns and the level of confidence they put into their abilities to teach and manage their primary school students. These findings from the questionnaires were reported. The data obtained from the study participants were analyzed qualitatively. The results of the study reveal that:- i) student-teachers have positive perception towards the role of practicum program in promoting their pedagogical skills as well as subject matter knowledge; ii) school mentors failed in providing the necessary support for practicum student-teachers. This research enables to shed more light into the areas of second language teaching in the classroom as the findings would be able to provide more support for future management and development of teacher education. Furthermore, these student-teachers could understand themselves better throughout the month extended practicum. The ability to self-monitor and self-appraise themselves are valuable skills to be acquired by these student-teachers for their personal and autonomous and continuous self-assessments to become effective second language teachers.


Download data is not yet available.

Author Biography

Premaraj Gurusamy, Kolej Matrikulasi Kejuruteraan Johor

Kolej Matrikulasi Kejuruteraan Johor/UTM, Malaysia


Amdework, B. (2007). The Implementation of Practicum in Private Collages of Teacher Education, in Tigray

region: In the case of Hashenge College. Unpublished Master Thesis, AAU.

Capel, S. (2003). Responsibilities of subject mentors, professional mentor, and link tutors in secondary

physical education initial teacher education. Journal of Education, 11(2), 131-151.

Cohen, L. Manion & Moriso, K. (2005). Research Methods in Education (5th ed.). London: Rout Ledge Falmer.

Fekede, Tuli. (2009). Understanding Undergraduate Students’ Practicum Experiience: A Qualitative Case

Study of Jimma University. The Ethopian Journal Of Education and Science, 5(1), 37-59.

Grootenboer, P. (2006). The impact of School-Based Practicum on Pre-Service Teachers’ Affective

Development in Mathematics. The Journal of Education, 7(12), 18-32.

Harrison, C. (2008). Creating Successful Mentoring Relationships. Principle Matters, from art…Retrieved on 5-09-2017

He, W., Means, T., & Lin, G. Y. (2006). Field experience tracking and management in teacher development

programs. International Journal of Technology in Teaching and Learning, 2(2), 134-147.

Jadual 3 (2014). Ringkasan Maklumat Bagi Setiap Kursus/Modul. Institute Pendidikan Guru.

Nonis, K. P., & Tan, J. S. Y. (2011). Beginner pre-service special education teachers’ learning experience

during practicum. International Journal of Special Education, 26(2), 1-15.

Northfield, J., & Gun stone, R. (1997). Teaching about teaching: Purpose, passion and pedagogy in teacher

education. In J.J.Loughran, and T. Russell (Eds.). Teacher Education as a Process of Developing Teacher

Knowledge. Pp. 48-56. London: Falmer Press.

Qazi, W., Rawat, J., and Thomas, M. (2012).The Role of Practicum in Enhancing Student Teachers’ Teaching

Skills. American Journal of Scientific Research, 44(12), 44-57. Retrieved from…JSR on December 18, 2012

Journal of Social Science Research Vol 14 (2019) ISSN: 2321-1091

Rhodes, S., and Hamptom, G. (2004). Practical Guide to Mentoring, Coaching, and Peer Networking: A

Teacher Professional Development in School and College. New York: Rutledge falmer.

Russell, T.(2002). Guiding Teachers Learning from Classroom Experiences: A SelfStudy of the liaisons Role.

In J. Loughran, and T. Russell, (Eds.), Improving Teacher Education Practice Through Self-Study (pp. 13-29).

London: Routhledge Falmer.

Tadesse, W., and Meaza, F.. (2007). Assessment on Problems of the New Pre-Service Teacher’s Training

Program.The Ethiopian journal of Education and Science, 2(2), pp. 63-71.

Toren, Z, and Iliyan, S. (2008). The problems of the Beginning Teacher in the Arabs School. Teaching and

Teacher Education, Retrieved from http://www.dirast-aclp. Org/ files/Ayman on November 11, 2012

Wickstrom, D. patterson, and Zeek, K. (2006). Rigor In Literacy Coursework Emphasizes the Integration of

Theory and Practice. In S.D. Lenski, D.L. Grisham, and L.S. World (Eds.), Literacy Teacher Preparation: Ten

Truth Teacher Education Needs to Know (pp.22-31). International Reading Associations: New York.

How to Cite
Sathappan, R., & Gurusamy, P. (2019). The Practice And Challenges of Practicum Implementation Program at A Malaysian Teacher Education Institute. JOURNAL OF SOCIAL SCIENCE RESEARCH, 14, 3234- 3243.