Understanding Undergraduate Students Practicum Experience: A Qualitative Case Study Of Jimma University

Abstract

The purpose of this study was to examine the pre-service teachers’ perspectives of practicum experience as a tool of learning to teach by using qualitative research methods. Data were collected through interview from twenty four purposively selected information rich participants’ ranging in diversity. The data were analyzed thematically by using verbatim quotes. The findings indicated that the participants perceived practicum as an important tool of learning to teach because it promoted the development of teaching experience and prepared them for the real world of work. The analysis revealed that theory practice connection, competency and confidence development and socialization as a successful experience of the practicum program and inadequate budget, assessment centered experience, inadequate support and secondary school student misbehavior as the most stressful experience of student teacher practicum experience. Finally, the finding indicated that provision of adequate fund, close supervision of the program, building strong partnership with the schools are what the participant thought could be improved and given due attention. The need to provide adequate support, rethinking assessment mechanism, provision of adequate fund, strengthening university-school partnership and close supervision are, thus, found to be the dimensions identified as points that need interventions.