THE PLIGHT OF PRACTICUM INCHINESE TEACHER EDUCATION: A CASE OF A NORMAL UNIVERSITY

Abstract

The study explored the value and the status of practicum in Chinese
undergraduate teacher education (CTE) and identified the challenges of
practicum in order to layout ways of improvement. The study
investigated the problems with reference to international perspective and
was delimited to only Chinese undergraduate pre-service teacher
education (TE) programme. Using concurrent mixed method design a
survey was distributed to 75 student teachers (STs), 50 mentor teachers,
and five supervisors. Among participants, 15 STs and 10 mentors were
selected using simple random sampling technique from each cooperating
school. All the five supervisors, who were assigned supervising duty
during practicum in those five schools, were included in the sample. In
this way the response rate of STs, mentors, and supervisors was 96%
(72), 90% (45), and 100% respectively. Interview was conducted with 10
STs, five supervisors, and five mentor teachers. For collecting qualitative
data, STs and mentors were selected using purposive sampling
technique. The time and timing of practicum was found inappropriate.
The practicum doesn't have due importance in the education, and the
mode of practicum being followed is outdated. The application of test
development, administering, and scoring skills was being totally ignored
during the practicum. Dividing practicum into different phases and
active role of faculties and ministry of education in recognizing and
communicating the significance of practicum has been suggested.