Evaluation of Teaching Practicum at the College of Educational Sciences from the Viewpoints of Student Teachers at Al-Hussein Bin Talal University (AHU)

Abstract

The purpose of this study was to evaluate the teaching practicum at the college of educational science at Al-Hussein Bin Talal University (AHU) from student teachers’ viewpoints. Descriptive survey research design was followed, in which 35 student teachers completed a questionnaire. The participants were student teachers who were enrolled in the practicum in the first semester of the 2016/2017 academic year. All the students were majoring in class teacher education. The questionnaire instrument consisted of 40 items that were grouped in four scales that include the roles of practicum supervisor, the roles of cooperating teacher, the roles of cooperating principal, and professional competencies. The results showed that the participants were satisfied with the practicum course. The results showed that the means of the participants’ responses to the questionnaire’s four scales, in descending order, were as the following: professional competencies (M = 4.56, SD=0.43), the roles of practicum supervisor (M = 4.55, SD=.67), the roles of cooperating principal (M = 4.36, SD=.56), and the roles of cooperating teacher (M = 4.28, SD=.62). Based on the findings, it was recommended that the practicum supervisors should provide the practicum students and cooperating teachers and principals with practicum guidebook that shows the responsibilities of each party in the teaching practicum. In addition, cooperating teachers and principals should make sure that the students know about the cooperating school’s system and regulations. Furthermore, the cooperating principal should be aware of the needs of practicum students through holding weekly meeting with them to identify the problems that might face these students during their practicum and to find the appropriate solutions to these problems.