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An evaluation study on the educational value of teaching practicum in secondary schools

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Abstract

The purpose of this study is to evaluate the educational value of teaching practicum in secondary schools. For this purpose, on the basis of literature review and interviews, three evaluation criteria for measuring educational value of teaching practicum are constructed as follows: (1) practical teaching competence, (2) readiness for teacher, and (3) maturity in character. A total of 29 pre-service teachers in the College of Education at Seoul National University in South Korea participated voluntarily in this study, and their practical teaching competence, readiness for teacher, and maturity in character were measured twice before and after teaching practicum. As a result, the teaching practicum had significantly improved pre-service teachers’ practical teaching competence, readiness for teacher, and maturity in character. In other words, teaching practicum increases the educational value. This study provides a conceptual framework and three instruments for measuring the educational value of many other teaching practicums.

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Author information

Authors and Affiliations

  1. Department of Education, Seoul National University, 599 Kwanak-Ro, Sillim-Dong, Kwanak-Gu, Seoul, 151-748, Korea

    Sun-Geun Baek

  2. Department of Education, Korea National Open University, Seoul, South Korea

    Eun Hye Ham

Authors
  1. Sun-Geun Baek
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  2. Eun Hye Ham
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Corresponding author

Correspondence to Sun-Geun Baek.

Appendices

Appendix 1: Practical teaching competence scale (Baek et al. 2007a, b)

All items are five-point Likert-type questions

(1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, and (5) Strongly Agree

  1. 1.

    Planning and Organization

    1. 1.1.

      Vertical and horizontal connection contents

      • Does the teacher explain the connection between this class and previous class as well as following class?

      • Does the teacher explain the connection among subject-matters or with everyday life?

    2. 1.2.

      Appropriate quantity and difficulty of contents

      • Does the teacher teach the contents with an appropriate quantity?

      • Does the teacher teach the contents with an appropriate difficulty?

    3. 1.3.

      Proper allocation of time

      • Does the teacher organize the class in accordance with 3 steps: “introduction-development-close”?

      • Does the teacher progress smoothly with proper pace?

  2. 2.

    Communication

    1. 2.1.

      Verbal communication

      • Does the teacher use easy words for students to understand?

      • Does the teacher modulate the voice according to the importance of contents and situations?

    2. 2.2.

      Nonverbal communication

      • Does the teacher look around every student?

      • Does the teacher speak with proper gestures and facial expressions?

    3. 2.3.

      Use for materials supporting

      • Does the teacher prepare handouts or audio-visual materials suitable for students?

      • Does the teacher use handouts or audio-visual materials efficiently?

  3. 3.

    Interaction

    1. 3.1.

      Asking questions and encouraging answers

      • Does the teacher frequently ask students useful questions that improve their understanding?

      • Does the teacher give sufficient time to respond to each question?

    2. 3.2.

      Leading learning motivation

      • Does the teacher explain contents to students engaging their intellectual curiosity?

      • Does the teacher give various activities for students to think and participate by themselves?

    3. 3.3.

      Providing proper feedback

      • Does the teacher answer students’ questions properly?

      • Does the teacher listen carefully and give students feedbacks properly?

  4. 4.

    Coordination

    1. 4.1.

      Centering students’ attentions

      • Does the teacher control student’s improper behaviors?

      • Does the teacher constantly monitor students’ level of understanding?

    2. 4.2.

      Making educational environment

      • Does the teacher make educational environment for students to participate voluntarily and actively in class?

      • Does the teacher give opportunities to participate in class to all students?

    3. 4.3.

      Making physical environment

      • Does the teacher monitor constantly physical environment (lights, air conditioner, etc.)?

      • Does the teacher arrange teaching tools and facilities properly?

  5. 5.

    Sincerity and Enthusiasm

    1. 5.1.

      Preparation for class

      • Does the teacher understand comprehensively the organization of contents in advance?

      • Does the teacher prepare textbooks and teaching materials in advance?

    2. 5.2.

      Flow into class

      • Does the teacher involve in class with sincerity?

      • Does the teacher lead the class with enthusiasm?

    3. 5.3.

      Interest in students

      • Does the teacher use differentiated teaching methods for individual students?

      • Does the teacher respect students’ various perspectives and opinions?

Appendix 2: Readiness test for teacher

All items are five-point Likert-type questions

(1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, and (5) Strongly Agree

  1. 1.

    Expectation (8 items)

    • I often think what I can do as a teacher at schools in the future

    • I am looking forward to teaching students at a class in the future.

    • I am amused with imagining my school and students in the future.

    • I will enable my students to get a deeper interest in and understanding on a subject-matter

    • I often think how my knowledge or experience is relevant to my teaching in the future.

    • I often picture myself teaching students in a class.

    • One of my primary concerns is how to support effectively students.

    • I take pleasure in thinking about how to enable students to have a good grasp the contents.

  2. 2.

    Calling (6 items)

    • I think teaching students is worthwhile.

    • I believe that I am able to support effectively students to develop their own personalities.

    • I am attracted by communicating with various students, understanding their troubles and seeking for solutions together.

    • I want for students to find the pleasure of learning.

    • I regard teaching as my joy.

    • I am attracted by planning and organizing lessons.

  3. 3.

    Positiveness (6 items)

    • I often think about “if I were the teacher/lecturer…?” listening to a lecture.

    • I often look upon famous classes or lectures with interests in order to model myself on them.

    • I try to attain a wide range of knowledge including my major field in order to be a capable teacher.

    • I often observe carefully a teacher or lecturer’s behavior in class or lecture.

    • I read more than one book about education per month.

    • I try to have opportunities and experiences to teach practically students.

Appendix 3: Maturity test for teacher

All items are five-point Likert-type questions

(1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, and (5) Strongly Agree

  1. 1.

    Autonomy (6 items)

    • I can develop or apply appropriate teaching strategies to real classes.

    • I have an eye for valuable contents which are necessary for students to learn.

    • I can plan and lead a class without other helps.

    • I can guide and coach students by myself.

    • I perceive a necessary qualification for a teacher.

    • I speak and act based on my own volition.

  2. 2.

    Openness (8 items)

    • I often find out good points from my colleagues and try to follow an example of them.

    • I think that students have greatly diverse characteristics and dispositions.

    • I participate in, with whole-hearted, cooperative tasks with my colleagues.

    • I pleasure studying and working with my colleague.

    • I try to understand students’ thoughts and interests.

    • I understand what difficulties teachers have.

    • I speak and act circumspectly because my words and actions have positive or negative influence on students.

  3. 3.

    Accountability (5 items)

    • I believe that I can play an important role in the reformation of school education.

    • I think that fulfilling the duty of teachers will be a help to strength global competitiveness.

    • I try to develop knowledge and personality needed to be a capable teacher.

    • I try to improve my teaching expertise according to the demand of this contemporary society.

    • I believe that working honestly as a teacher will contribute to improve the quality of school education.

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Baek, SG., Ham, E.H. An evaluation study on the educational value of teaching practicum in secondary schools. Asia Pacific Educ. Rev. 10, 271–280 (2009). https://doi.org/10.1007/s12564-009-9018-z

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