Teaching practice (School placement)

During the last semester of each programme, students undergo their school placement. Within this period of approximately three months, pre-service teachers practise teaching in schools under the supervision of university tutors

and the help of head teachers and cooperating teachers who teach the same subject as that of the pre-service teachers. Objectives of school placement are as follows (drawn from the national guideline for teacher education programmes (Aleioni & Alfaleh, 2002)):

1- To provide pre-service teachers with practical experience that helps them to acquire professional skills and attitudes.

2- To provide them with practical experience that helps them to practice different educational activities.

3- To provide them with the opportunity to be familiar with the curriculum in the educational level they are preparing for.

4- To provide them with the opportunity to acquire initial teaching skills such as lesson planning, teaching methods, using educational means, producing educational means and classroom management.

5- To provide them with the opportunity to evaluate their abilities and their pedagogical knowledge.

6- To provide them with the opportunity to communicate directly with the pupils, teachers, and other school staff.

7- To familiarise them with the duties and responsibilities of teachers.

8- To provide them with the opportunity to perform different teaching strategies.

During the school placement, pre-service teachers are expected to meet specific standards according to the Practice Guideline. These standards are as follow:

1- Linking knowledge with real life phenomena through real life applications. 2- Using cooperative learning strategy of teaching to allow pupils to take

control over their learning.

3- Using various forms of instructional means such as video films, images, presentation hardware and software, real models and samples.

4- Using instructional means that were previously produced by the pre- service teachers themselves during their university study prior to practice.

5- Dividing pupils into small active groups to perform practical activities. In order to achieve the objectives of the school placement, pre-service teachers are supervised by university tutors, head teachers and cooperating teachers. Responsibilities within each role are outlined as follows (Aleioni & Alfaleh, 2002):

2.3.6.1 The role of university tutor

The university tutor is chosen from the university lecturers who hold at least a master’s degree in curriculum and teaching methods to supervise and support pre-service teachers during their school placement for a whole term (half of the academic year). The tutor is expected to conduct field visits and weekly meetings during the pre-service teachers practice at schools. The university tutor’s role is to perform the following:

1. Visit the pre-service teacher on at least eight occasions during the school placement, five of them in the classroom to observe the pre- service teacher’s performance.

2. Draw the pre-service teacher’s attention to various teaching methods and strategies.

3. Discuss the teaching plan with the pre-service teacher before the start of the lesson.

4. Meet the pre-service teacher individually after the classroom visit to provide him with the weakness and strength points in his performance. 5. Conduct weekly individual meetings with the pre-service teachers for at

least two hours to discuss the possible difficulties that face them, show them video clips for ideal lessons, and help them in making instructional means and to evaluate their plans and activities.

6. Assess the pre-service teachers’ performance continuously (Aleioni & Alfaleh, 2002).

2.3.6.2 The role of head teacher

The head teacher helps the university tutor in supervising the pre-service teacher in the administrative aspects such as explaining educational policy, school meetings, parents’ meetings, lesson timetable, working hours, and school activities. The head teacher in the practice school is expected to perform the following tasks:

1- Familiarise the pre-service teachers with the school policies. 2- Introduce them to the school teachers and administrative staff. 3- Supervise their training hours at schools.

4- Enable them to engage in the school staff and parents’ meetings. 5- Supervise their lesson planning on a daily basis.

6- Ensure their attendance at morning assembly and their punctuality at lessons.

7- Help them to participate in school activities. 8- Attend lessons with them from time to time.

9- Produce a report about their performance at the end of the term (Aleioni & Alfaleh, 2002).

2.3.6.3 The role of cooperating teacher

The cooperating teacher is chosen from school teachers who teach the same subject as the pre-service teacher. The cooperating teacher is expected to perform the following tasks:

1- Provide pre-service teachers with the module materials.

2- Familiarise them with the available instructional means and resources. 3- Familiarise them with any pupils with special needs.

4- Familiarise them with the pupils’ characteristics and attitudes. 5- Train them to plan their lessons according to the weeks of the term. 6- Familiarise them with the school facilities, timetables, and resources. 7- Provide them with a space in the staff room.

9- Train them in dealing with the pupils’ records and files.

10- Conduct weekly meetings to discuss their progress and any issues they might face (Aleioni & Alfaleh, 2002).