Li Yongxia
ABSTRACT
The pre-service teachers’ practicum program is facing development challenges and is a crucial component of pre-service teacher training. This study aimed to assess the practicum program for pre-service teachers at Hengshui University and conduct an empirical investigation into the relationship between the implementation of the pre-service teachers’ practicum program, the level of support provided by the university, and the competence of pre-service teachers in the practicum program at Hengshui University. This study adopted a descriptive correlational research design and was conducted using both qualitative and quantitative methods. Questionnaires were used to assess the extent of the implementation of the pre-service teachers’ practicum program, the level of support from the university, and the level of competence of the pre-service teachers in the practicum program. Additionally, the study investigated the relationships between these variables. The expected results showed no significant differences in the assessment of teaching content, assessment methods, or teaching resources between male and female participants. There were no significant differences in the assessment of the implementation of the pre-service teachers’ practicum program in terms of practicum course outcomes, teaching content, teaching strategies, assessment methods, or teaching resources when participants were grouped according to school site. There were also no significant differences in the students’ level of competence in the pre-service teachers’ practicum program in terms of knowledge, skills, and attitude when categorized by gender. This study also analyzed the challenges and problems encountered by participants in the implementation of the pre-service teachers’ practicum program. Based on the results of the study, an action plan to enhance these aspects was proposed.
Keywords: Action plan, implementation, practicum program, pre-service teachers