Prospective Teachers’ Perceptions of Oral Presentations: An Exploration of Challenges Involved

Abstract

Presentation skills are considered as one of the most important proficiencies
needed for higher education and future careers for teachers. The present study
identifies the challenges faced by prospective teachers during classroom oral
presentations while studying at a teacher training institute, Institute of Education
and Research, (IER). The participants of the study were 400 prospective teachers
enrolled in different programs of teacher education at IER. Independent variables
were number of semesters already completed at the institute, gender and GPA in
the completed semesters. A questionnaire was developed comprising three main
sections: personal traits, oral presentation skills and peers and teachers. The
statements were developed on a five-point Likert Scale to know the opinion of
prospective teachers regarding challenges involved in oral presentations. In
addition, a semi-structured interview was conducted from thirty prospective
teachers to probe results obtained from quantitative analysis and investigate
reasons behind emerging challenges. The findings revealed that prospective
teachers experienced medium level of difficulties in oral presentations with mild
tendency towards high rank. There was no significant difference found in the
results regarding the number of semester students already completed, GPA and
gender in general, whereas, statistically significant difference was found on factor
peer and teachers with respect to variable gender only. Analysis of qualitative data
revealed tangible reasons behind the challenges of oral presentations such as
second language, personal traits and use of technology. There is a need to
encourage sharing of ideas, discussions and presentations in the classrooms right
from the early years of school through higher educ