Enhancing the Teaching Practicum: Overcoming Challenges and Empowering Cooperating Teachers

Abstract

The practicum serves as a crucial stage for pre-service teachers (PSTs) to hone their instructional abilities and foster professional growth. This research aimed to investigate the challenges encountered by cooperating teachers during the teaching practicum at the University of Education Attock Campus. The study employed a qualitative descriptive phenomenological design within an interpretive paradigm. A census sampling strategy involved eleven cooperating teachers. Data was collected though semi-structured interviews, validated through expert evaluations and a pilot study. Inter-coder reliability was established. The study was geographically delimited to the University of Education Attock Campus, focusing on participants of the B.Ed Hons 4-year teacher education program. The theoretical foundation was derived from the constructivist perspective. The collected data were analyzed by thematic analysis. Cooperating teachers faced challenges in managing classroom discipline, time, and responsibilities while mentoring prospective teachers, emphasizing the need for better preparation, support, and communication to enhance the practicum experience. Key suggestions included structured mentorship programs, innovative teaching methods, and ongoing professional development to address these challenges effectively. Implement structured training and mentorship programs that focus on innovative teaching strategies and effective communication between schools and universities. Additionally, provide resources and support for maintaining discipline and managing classroom dynamics to improve the overall practicum experience.