EFL Pre-Service Teacher’s Practicum Experience in Teaching Real Classroom

Abstract

Teaching practice is an important part of being a teacher. Teachers in society are considered heroes of change because teachers are at the epicenter of quality education delivery. The purpose of this study was to examine the perspective of pre-service student teachers on their experience during teaching practicum as a means of learning to teach. The research can build the confidence and self-efficacy of future teachers entering the real classroom. The experience of teaching in the real classroom, prospective teachers can improve the quality of teaching in the real classroom. More well-prepared and self-efficacy teachers can help students have a more effective teaching and learning experience. This qualitative research adopts Questionnaires and interviews with three participants at Kadiri Islamic University Students in the Faculty of Teacher Training and English Education. This research has previously been conducted by Hayat Rashed H. Alamri at Taibah University, Saudi Arabia. The participants were 35 Saudi EFL female pre-service teachers in the Educational Diploma Program (EDP) attending Teaching Practicum. The research used 2 mixed methods, namely qualitative and quantitative. Furthermore, previous research was also carried out using qualitative methodologies at Tanzania's Sokoine University of Agriculture. In the education department of the Faculty of Natural Sciences at Sokoine University of Agriculture, 351 second and third year students who are aspiring teachers were the subjects of a qualitative research method approach employing semi-structured questionnaires. The existence of previous research, able to help research this research EFL Pre-Service Teachers Practicum Experience In Teaching Real Classroom properly and become a reference in this research.