ABSTRACT

This study assessed the practicum performance of pre-service English teachers at Luoding Polytechnic, focusing on their engagement in practicum activities and challenges encountered, particularly regarding the integration of digital technology. Using a mixed-method approach, the study gathered data from 160 pre-service teachers and 10 supervisors through surveys and interviews. The findings revealed that pre-service teachers demonstrated a moderately high level of practicum performance in knowledge, professionalism, communication, and problem-solving skills. However, significant differences were observed based on gender, cooperating school, and grade level. The study also identified challenges related to technological proficiency, time management, and engagement. The results suggest a need for a tailored action plan to improve technological skills and provide more targeted support for pre-service teachers, particularly in enhancing their engagement and performance during the practicum. Recommendations include increasing technological training, providing ongoing professional development, and fostering supportive learning environments for pre-service teachers.

Keywords: Practicum performance, pre-service teachers, cognitive, emotional, behavioral, general knowledge and skills, professionalism and work ethics, communication and interpersonal skills, problem-solving and critical thinking
https://doi.org/10.57180/glzo8886