Teaching practice is the core component of all pre-service teacher education programs. Through teaching practice, a novice teacher is assumed to have inculcated a supposedly viable pedagogic experience to transfer the core competency of the subject knowledge to students in real classroom situation.
This study encompasses the challenges and issues that the novice teachers experience at post-training level of their B.Ed programme of studies. The investigations also enlighten the gaps that the trained teachers have shared with the researchers. The study highlights the extent to which the on-training components of teaching practice is reflected in the attitude of the trained teachers while implementing the set of learned skills in real classrooms. Study participants comprised randomly selected n = 120 student-teachers who had obtained their Bachelors Degree in Education in 2008. SPSS v16 independent sample t-test was used to measure the difference in the mean perception scores of the two groups of teachers. The tested hypotheses indicated that the mean scores of the two groups of sampled teachers were not significantly different. Student-teachers’ interviews revealed that teaching practice in the B.Ed programme was ineffective from the implementation perspectives. Teaching methods and techniques employed during the coursework were only lecture based and did not help novice teachers implement innovative classroom teaching techniques. Experiences of the two trained groups of teachers showed no significant difference on the basis of B.Ed teaching practice objectives and its implementation in professional teaching contexts.
Available at: http://works.bepress.com/muhammadyousufsharjeel/1/