Pre-service Teachers' Perceptions of Practice Teaching: A Qualitative Inquiry

Abstract

Practice teaching is a multifaceted endeavour, characterized by various opportunities, challenges, and moments of excitement among soon-to-be educators. It is a course of study that incorporates innovative pedagogical methods to develop skills that extend beyond the traditional chalk-and-talk approach. This study examines the perspectives of four practice teachers, who were purposively selected from two constituent campuses of Tribhuvan University, employing a narrative inquiry research design. Data were collected through classroom observations and semi-structured interviews conducted in Nepali. The data were transcribed and translated into English, coded, and then thematically analyzed and interpreted. The findings revealed that pre-service teachers expressed views about their teaching practice, which helped them enhance their teaching skills and professional competence, which is attributed to the course’s role in understanding instructional methodologies. However, the study also revealed that the participants faced challenges, including a lack of confidence, a shortage of resources, poorly managed classrooms, and insufficient supervision in implementing the skills learned during their teaching practice. This calls for a thorough review of the pre-service teaching program requirements to ensure the successful implementation of teaching practice as a core element of teacher education.