Improving Practicum Outcomes: Common Errors and Reflective Practices of Future Educators

Abstract

This paper investigates the common mistakes observed among prospective teachers during their practicum experiences. The primary objective of this study was to identify and analyze these common mistakes, shedding light on areas where prospective teachers can improve their teaching skills. The research employed both descriptive analysis to examine quantitative data and a content analysis approach to analyze qualitative data. Practicum serves as a critical phase for prospective teachers to acquire and refine their teaching abilities. It offers them an opportunity to apply theoretical knowledge in real classroom settings. This study aimed to explore how prospective teachers perceive and address their mistakes in delivering lessons during practicum. The findings of the study revealed several prevalent mistakes among prospective teachers. A significant number of participants reported experiencing a lack of confidence, often resulting in hesitant delivery or an abrupt start or end to their lessons. Many also struggled to engage students effectively, failing to ensure active participation throughout the lesson. Additionally, some prospective teachers exhibited authoritative behavior towards students, which could hinder effective learning environments. Interestingly, despite these challenges, the majority of prospective teachers demonstrated awareness of their mistakes. They acknowledged areas where they could improve and actively sought to address shortcomings in their teaching practices. This reflective approach is crucial for professional development, as it allows teachers to identify areas for growth and implement strategies to enhance their teaching effectiveness. Furthermore, the study highlighted a common theme where prospective teachers may overlook the importance of viewing learning as an active process that involves continuous student feedback and engagement. This insight underscores the importance of fostering a student-centered approach in teaching, where the focus is not only on delivering content but also on facilitating meaningful learning experiences. By identifying common mistakes and promoting reflective practice, educators and teacher training programs can better support the professional growth of future teachers. Implementing targeted interventions and fostering a supportive learning environment can empower prospective teachers to develop into confident and effective educators.