• Journal of Fisheries and Marine Sciences Education
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• v.24 no.4
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• pp.543-558
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• 2012

This is a qualitative study of pre-service teachers' experiences in a teaching practicum course which attempted to identify the characteristics of the course that has been recently revised as professional education course. Data were collected from college students who took the professional education courses including the teaching practicum course by using both a survey on the opinions and suggestions of the students on the teaching practicum and a in-depth interview with 12 students of them. The results are as follows. First, pre-service teachers' perception of a teaching practicum course was divided into two sides : functional side and sociocultural side. The formal is that the professional education courses significantly handed to discipline practical jobs related to educational administration. The latter is that the professional education courses significantly handed to deal for teachers like pay step, extra pay, vacation, and leave of absence. Second, the pre-service teachers had suggestions that were divided into the 'curriculum content' and the 'instructional method'. For instance, regarding the 'curriculum content' they suggested such things needed as 'lessening and differentiation of content, sensitive about the scene, and lesson hands-on', and as for the 'instructional method' they suggested such things needed as actively 'doing, participating, assessing, coursework participating'. Based on these results, I have comprehended the pre-service teachers' positive response. Untill now, we have perceived that the professional education courses is excessively theory-oriented one. But a teaching practicum course is different. Meanwhile, It is not identify what the teaching practicum course as teaching refinement education course is. Due to this cause, I have comprehended that 'curriculum content' and the 'instructional method' is plunged in confusion. As pointed out this, I did concrete proposals in response to such a confusion. This proposals have helped decided on a direction of a teaching practicum course.

• The Mathematical Education
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• v.54 no.4
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• pp.351-363
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• 2015

In this study, 45 pre-service mathematics teachers were surveyed about how the perception of knowledge through teaching practicum have changed and how the knowledge learned in college and teaching practicum helped to format teachers' knowledge and analyzed survey's result. Pre-service mathematics teachers felt the knowledge for understanding students were needed the most and considered the experiences from teaching practicum were more useful than the knowledge learned from college classes. However, they had low appreciations on connecting knowledge on learned contents with real-life or other subjects and on necessity of knowledge of using various learning tools or mathematical materials in class. Also, they have answered the knowledges from college classes and teaching practicum were useless in those areas. Especially, they pointed out that guidance teachers during teaching practicum were insufficient in instructing. Therefore, we suggest the following two to improve the teaching ability of pre-service mathematics teachers through teaching practicum. First, college and secondary school cooperating programs such as class-observation and student-mentor system connected with local society should be developed. Second, the special re-training program for guidance teachers of teaching practicum is needed.

• Journal of the Korean Home Economics Association
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• v.50 no.8
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• pp.113-123
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• 2012

This research has an objective of investigating the challenges that student teachers encounter during practicum, the difference between teachers' image based on sociodemographic variables, recognition and satisfaction for practicum, and the effect of teachers' image and practicum experience on the satisfaction for the practicum. The participants of this study included 500 student teachers who enrolled in the department of early childhood education in a 2 or 3-year college or a 4-year university and completed practicum in the Chungcheong area. The instruments for this study were Teacher's Image Scale, Practicum Experience Scale, Practicum Satisfaction Scale and a questionnaire for sociodemographic variables. The results were as follows: First, the highest level of teachers' image was obtained for student teachers enrolled in a 2-year college, completed practicum in large cities and finished practicum at an institution with a size of 3-6 classes. Also, the highest level of 'recognition for practicum' of student teachers was observed when they were instructed by a guidance teacher with a degree from a graduate school and with a first degree certification in public kindergarten. Second, the satisfaction for practicum of student teachers was mostly affected by' the atmosphere of the practice institutions', while personality affected the teachers' image.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.583-595
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• 2009

The study was to see if the perceptions of pre-service kindergarten teacher toward the education of children's fundamental habit would show different characteristics based on their school type, education learning experience, and practicum experience. Subjects were 200 students majoring in early childhood education who were attending 3-year colleges and 4-year universities in Jellabuk-do and Daejeon. Preceding researches were referenced to develop questionnaire for the research method. The collected data was analyzed through t-test and Chi-square test. The followings are results: First, the interest in education showed significant difference in school type, but not significant difference in education learning experience and practicum experience. Second, the recognition in educational goal showed significant difference in practicum experience, but not significant difference in school type and education learning experience. the educational content showed significant difference in education learning experience, but not in school type and practicum experience. the recognition in educational principal showed significant difference in school type, but not significant difference in education learning experience and practicum experience. the recognition in educational method showed no significant difference in school type, education learning experience and practicum experience. Third, the recognition in educational hardship toward teaching showed significant difference in school type, education learning experience and practicum experience. The results of study would provide the righteous cognitive establishment of children's fundamental habit education and serve the appropriate guidelines being professor for our perspective kindergarten teachers. Also, they would be utilized as basic information to plan the direction of children's fundamental habit education to develop the program of children's life guidance.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.135-150
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• 2010

This qualitative study explored the causes of student teacher stress during an early childhood teaching practicum and investigated the ways in which student teachers cope with this stress. Four student teachers in the same practicum placement were individually interviewed. The findings revealed that stress arose over a variety of concerns including both lack of professional knowledge related to the teaching practice and the challenges involved in establishing a positive relationship with their cooperating teacher, the parents and staff. The stress experienced by the student teacher was accompanied by physical symptoms such as exhaustion, fatigue, and the onset of vulnerability to colds. However, the students were found to be generally unsuccessful in managing their stress effectively. The results suggest that attempts to improve the practicum environment should be accompanied by academic interests and practical issues related to these stresses and that there is a clear need for programs designed to assist student teachers develop stress management skills.

• International Journal of Knowledge Content Development & Technology
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• v.13 no.4
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• pp.27-38
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• 2023

The study investigated the Integration of Information and Communication Technology (ICT) to the Library and Information Science Curriculum: The Practicum in Library Schools in Rivers State. Descriptive survey design was used with a population 374 comprising 21 LIS educators and 353 Four Hundred Level Library and Information Science Students from University of Port Harcourt, Rivers State University, Port Harcourt, and Ignatius Ajuru University of Education Port Harcourt. Census sampling technique was used to select the LIS educators and purposive sampling technique was used to the select the Four Hundred Level LIS students. Questionnaire and checklist were used for data collection. 90% and 97% responses were found valid for analysis for LIS Educators and LIS students respectively. The study was analyzed using mean rating, standard deviation and simple percentage. The study revealed that ICT courses were integrated into LIS curriculum in Library schools in Rivers State but LIS educators lacked the ICT skills to teach ICT practicum consequently, the students were not properly taught ICT practicum. However, students had positive perception of ICT practicum. Notwithstanding, lack of ICT skills, poor policy implementation, lack of state-of-the-art infrastructure and nonchalant attitudes of staff towards the adoption of ICT constituted the challenges faced in the implementation of ICT practicum. The study therefore, recommended that the management of library schools in Rivers State should implement ICT practicum by hiring competent staff maybe from computers science department to teach the practicum for the interim. Subsequently, recruitment of librarians should include strictly ICT compliant.

• Journal of the Korean Chemical Society
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• v.58 no.3
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• pp.313-323
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• 2014

The purpose this research was to develop the practicum-affiliated coursework for pre-service chemistry teachers to enhance their instructional professionalism. The researchers developed the syllabus and the materials of the practicum-affiliated coursework and opened the class 'Practice of Chemistry Lesson' for the pre-service chemistry teachers who were expected to participate in the practicum. Semi-constructed individual interviews revealed that pre-service chemistry teachers thought the developed coursework, which linked science education theory and practice, helped them to develop educational connoisseurship about good science class and to be prepared practically to the practicum, and as the result, they could enhance their teaching ability. The result identified that the reconstruction of the practicum experience through the process of 5 steps of the curriculum could develop the instructional professionalism of pre-service chemistry teachers.

• Women's Health Nursing
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• v.18 no.4
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• pp.312-320
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• 2012

Purpose: This study was conducted to examine the effects of simulation-based education on communication skill and clinical competence in maternity nursing practicum. Methods: This study used a non-equivalent control pretest-posttest design. The simulation-based education in maternity nursing practicum consisted of two clinical situation scenarios pertaining to patients with normal and high-risk deliveries. The control group consisted of 35 students in 2010 and the experimental group consisted of 35 students in 2009. The experimental group was given the simulation-based education using a high-fidelity patient simulator over 3 sessions, whereas the control group was given a conventional pre-clinical practice orientation before maternity nursing clinical practicum. Data were collected using a questionnaire, which included questions to assess communication skill and clinical competence. Data were analyzed using SPSS/WIN 18.0. Results: Members of the experimental group, who received the simulation-based education, showed significantly higher communication skill and clinical competence scores than the control group (t=-2.39, p = .020; t=-2.71, p = .009). Conclusion: The simulation-based education in maternity nursing practicum is effective in promoting communication skill and clinical competence. With application of diverse clinical situation scenarios, it is recommended to develop and apply simulation-based education using a high-fidelity simulator in the area of maternity nursing.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.289-299
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• 1997

This study has been undertaken in the light of constructivist view of teacher education. Participant observation, unstructured interview and questionnaire were used to explore the process and the role of practicum in science teacher education. The subjects were 19 student teachers majoring in physics education; 8 had participated at boys junior high school, 11 at senior high school. The student teachers had very critical and negative perception on their school days' science lessons. They had expected to do 'better' in their practicum but there were only 3 to 5 opportunities of teaching under the umbrella of textbook. Explanation in the classroom and solving exercise problem were the main features of student teachers' lessons. Much of the lessons were similar when it is to same topic and the main reference for their lesson preparation was the textbook. The student teachers felt the design of teaching approach as the most difficult thing during their lesson preparation. They realized that teaching is harder than they thought and they should consider students' level and responses. Though they had become to have more positive perception on teaching job through their field experiences, their decision on job preference did not change. More than half did not want to be a teacher. The student teachers recognised the courses related with science education as the most useful to their teaching in practice among the program of college of education which they had taken. The experience of writing one lesson plan or teaching in front of their peers, designing a new demonstration equipment were recognised as valuable and helpful element of the courses. They proposed to reduce the amount of general education courses and to emphasize the courses relevant with science education and practicum. The limited opportunity of teaching in practicum was pointed out as problematic. Though the practicum was recognized as a 'good' experience to student teachers, it was confined by textbook and limited teaching opportunity. In conclusion, the practicum was not organized and implemented as a meaningful experience of science teaching and learning. There should be more structured studies on what kind of perceptions and experiences the student teachers had brought to the science teacher education program, how they interact with the elements of the program and how they affect to their science teaching. The structure and content of practicum also should be studied and developed so as to make practicum as a meaningful experience of science teaching and learning.

• Journal of Korea Entertainment Industry Association
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• v.13 no.7
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• pp.385-395
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• 2019

The purpose of this study is to cultivate the attitudes of preservice early childhood teacher's commitment by analyzing the effects of education practicum, teacher efficacy, and emotional intelligence on teacher's education commitment and analyzing the relationship between them. To this purpose, a total of 150 questionnaires were distributed to 75 preservice early childhood teachers of the metropolitan area from November 1, 2018 to March 2019. The results of the study were as follows: First, education commitment of preservice early childhood teachers was positively correlated with teachers' efficacy, emotional intelligence, and education practicum experiences. Second, education commitment increased when the emotional intelligence increased before the education practicum experience, and education commitment increased when the teacher's efficacy increased after education practicum experience. In light of these, It suggests that programs or content education that can strengthen emotional intelligence are effective before education practicum. and that programs or content education that enhance teacher efficacy capacity are more effective after education practicum.