Pre-Service Teachers’ Perspectives on the Conditions of Teaching Practicum during Coursework at the Faculty of Education, Khon Kaen University
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Abstract
This study aimed to: (1) investigate the perceptions of pre-service teachers regarding the conditions of their teaching practice during their coursework; and (2) identify the challenges and obstacles encountered during this practice. A survey research design was employed. The sample consisted of 152 second-year pre-service teachers in the Faculty of Education at Khon Kaen University, participating in the course "Teaching Practicum 2." The sample size was determined using Krejcie and Morgan’s table. Data were collected through a questionnaire and analyzed using descriptive statistics—mean, standard deviation, frequency, and percentage—as well as a one-way analysis of variance.
The findings revealed that: (1) overall, the pre-service teachers rated the teacher training conditions as highly appropriate (M =4.50, SD=0.49), with no statistically significant differences in perceptions across different subject areas; and (2) the primary issues identified were related to the administration of the "Teaching Practicum 2" course (reported by 51 participants, 40.80%). Key obstacles included difficulties in time management and the distance between the university and the assigned schools. The study recommends integrating information technology to support course administration and calls for ongoing evaluations and case studies to better understand and address these challenges.
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