Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 31796
Professional Development of Pre-Service Teachers: The Case of Practicum Experience

Authors: G. Lingam, N. Lingam, K. Raghuwaiya


The reported study focuses on pre-service teachers’ professional development during the teaching practice. The cohort studied comprised participants in their final year in the Bachelor of Arts and Bachelor of Science with Graduate Certificate in Education programmes of a university in Fiji. Analysis of the data obtained using a survey questionnaire indicates that overall, the pre-service teachers were satisfied with the practicum experience. This is assumed to demonstrate that the practicum experience contributed well towards their professional preparation for work expected of them in Fiji secondary schools. Participants also identified some concerns as needing attention. To conclude, the paper provides suggestions for improving the preparation of teachers by strengthening the identified areas of the practicum offered by the university. The study has implications for other teacher education providers in small developing island states and even beyond for the purpose of enhancing learning in student teachers’ for future work.

Keywords: Pre-service, teacher education, practicum, teachers’ world of work, student teachers.

Digital Object Identifier (DOI):

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 3546


[1] Yost, D., Sentner, S., &Forlenza-Bailey, A. (2000). An examination of the construct of critical reflections: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 5(1), 105-131.
[2] Hindson, C. (1995). Educational planning in Vanuatu: An alternative analysis. Comparative Education, 31(3), 327-337.
[3] Stewart, I. (1975). Education in the South Pacific: The issues. South Pacific Journal of Teacher Education, 3(3), 4-7.
[4] Chandra, R. C. (2000). Towards greater professionalization of teaching: The challenge for Fiji. Fiji Teachers Journal, 70, 10-15.
[5] OECD, Centre for Educational Research and Innovation. (1994). Quality in teaching. Paris: Organisation for Economic Co-operation and Development.
[6] OECD, Centre for Educational Research and Innovation. (2006). Teachers matter: Attracting, developing and retraining effective teachers.Paris: Organisation for Economic Co-operation and Development.
[7] Ramsey, G. (2000). Quality matters: Revitalising teaching, critical times, critical choices. Report of the review of teacher education. NSW, Australia: Ministry of Education.
[8] Lingam, G. I. (2002). Practicum component: Preparation of teachers for the real world of work. Directions: Journal of Educational Studies, 24(1), 47-61.
[9] Schon, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey Bass Inc.
[10] Tickle, L. (1994). The induction of new teachers. New York: Cassell.
[11] French, S. (2005). Turning untrained graduate teachers into reflective practitioners: a tongan experience. In K. Sanga; C. Hall C. Chu & L. Crowl (eds.). Rethinking aid relationships in Pacific education (pp. 275-292). Wellington: Victoria University.
[12] Hargreaves, A. (1994). Changing teachers, changing times: Teacher’s work and culture in the postmodern age. London: Cassell.
[13] Arends, R. (2009). Learning to teach. New York: McGraw-Hill.
[14] Caires, S., Almeida, L., &Viera, D. (2012).Becoming a teacher: Student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education, 35(2), 163-178.
[15] Evelein, F., Korthagen, &Brekelmans, M. (2008). Fulfilment of the basis needs of student teachers during their first teaching experiences. Teaching and Teacher Education, 24, 1137-48.
[16] Oosterheert, I. E., &Vermunt, J. D. (2003). Regulating knowledge growth in learning to teach: The role of dynamic sources. Teachers and Teaching: Theory and Practice, 9(2), 157-173.
[17] Smith, K., & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia Pacific Journal of Teacher Education, 33(3), 289-302.
[18] Campbell, C. (1992). Building bridges in teacher education: Tearing down barriers we have constructed. In B. Driscoll & W. Halloway (eds.), Building bridges in teacher education: Proceedings of the 12th Annual International Seminar for Teacher Education. New South Wales, Australia: University of New England. pp. 31-42.
[19] McNamara, D. (1992). The reform of teacher education in England and Wales. Teacher competence: Panacea or rhetoric. Journal of Education for Teaching, 18, 273-275.
[20] Gilroy, D. P. (1992). The political rape of initial teacher education in England and Wales. Journal of Education for Teaching, 18(1).
[21] Hagger, H., & McIntyre, D (2006). Learning teaching from teachers: Realising the potential of school-based teacher education. UK: Open University Press.
[22] Beck, C., &Kosnik, C. (2002). Professors and the practicum: Involvement of University Faculty in pre-service practicum supervision. Journal of Teacher Education, 53(1), 6-19.
[23] Malmberg, L. E. &Hagger, H. (2007). The development of student teachers’ agency during a PCGE-year: Final Report. Swindon: EESRC.
[24] Su, J. (1992). Sources of influence in pre-service teacher socialization. Journal of Education for Teaching, 18, 239-258.
[25] Lingam, G. I. (2012).Action research: Promise and potential for improving teacher professional practice and the learning organization. American Journal of Contemporary Research, 2(4), 47-57.
[26] Queensland Education (2000). Teachers’ pre-service tertiary education preparation: A summary report of the quantitative data. Queensland: Performance Measurement and Review Branch Office of Strategic Planning and Portfolio Services.
[27] Turney, C., Eltis, K. T., Towler, J. & Wright, R. (1982). The practicum in teacher education: Research, practice and supervision. Sydney: University Press.
[28] Turney, C., Eltis, K. T., Towler, J. & Wright, R. (1985). A new basis for teacher education: research, practice and supervision. Sydney: SydmacAcademicPress.
[29] Beck, C., &Kosnik, C. (2000). Associate teachers in pre-service education: Clarifying and enhancing their role. Journal of Education for Teaching, 26(3), 207-224.
[30] Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press.
[31] Ball, D. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51(3), 241-247.
[32] Mtika, P. D. G. (2008). Teaching practice as a component of teacher education in Malawi: An activity theory perspective. PhD thesis, University of Nottingham, United Kingdom.
[33] Hopkins, D. (1985). Making perfect? Form and structure in teaching practice. In D. Hopkins & K. Reid (eds.). Rethinking teacher education. London: CroomHelon.
[34] Crossley, M. (2010). Context matters in educational research and international development: Learning from small states experience. Prospects, 40, 421-429.
[35] Sanga, K. (2012). Give me another niutupu: Enhancing Pacific educational research capacity. In K. Sanga& J. Kidman (eds.). Harvesting ideas: Niu generation perspectives (pp. 8-36). University of the South Pacific, Suva, Fiji: USP Press.
[36] Lingam, G. I. (2010).Continuing education via distance learning: the case of primary teachers in the regional countries served by The University of the South Pacific. International Journal of Continuing Education and Lifelong Learning, 2(2), 89-99.
[37] Gay, L. R. (1992). Educational research. New York: Maxwell Macmillan International.
[38] Neuman, W. L. (2006). Social research methods: Qualitative and quantitative approaches. London: Pearson.
[39] Marton, F., Dall’Alba, G., &Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19, 277-300.
[40] Creswell, J. W. (2005). Research design: Qualitative, quantitative and mixed method approaches. Thousand Oaks, CA: Sage
[41] Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
[42] Mehrens, W. A., & Lehmann, I. J. (1991). Measurement and evaluation in education and psychology (2nd ed.). New York: Houghton Mifflin Company.
[43] Maykut, P. & Morehouse, R. (1994). Beginning qualitative research: A philosophic and practical guide. Washiongton, D. C.: Falmer Press.
[44] Glaser, B. G. & Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.
[45] Lincoln, Y. S. &Guba, E. G. (1985). Naturalistic inquiry. London: Sage Publications.
[46] Ruddock, J. (1993). The theatre of daylight: Qualitative research and school profile studies. In M. Schratz (ed.) Qualitative voices in educational research (pp. 8-23), London: Falmer.