Introduction

Pre-service Teacher Education (PTE) programs aim to prepare future teachers with the necessary
knowledge, skills, and professional attitudes for effective teaching. One of the most important
components of these programs is the teaching practicum, also known as teaching practice (TP).
Teaching practicum refers to a period of supervised teaching experience in real school or college
settings where student teachers interact with actual learners. It is also described as practice teaching,
field experience, internship, apprenticeship, or practical experience. This component allows
pre-service teachers to experience real classroom situations and apply theoretical knowledge in
practice.

Teaching practicum is generally defined as an opportunity for student teachers to develop and
improve their professional practice in authentic classroom contexts under the guidance and
supervision of experienced teachers (Wallace, 1991). It is widely regarded as a core element of
teacher education and is compulsory in many PTE programs. During the practicum, pre-service
teachers gain practical experience in lesson planning, classroom management, instructional
delivery, assessment, and student interaction. Observing experienced teachers and receiving
feedback also help them reflect on and improve their teaching practices.

The importance of teaching practicum lies in its strong influence on the development of pre-service
teachers’ teaching skills. It serves as a bridge between theory and practice, enabling student
teachers to apply pedagogical and content knowledge learned in coursework. According to Gebhard
(2009), practicum helps student teachers gain classroom experience, improve lesson-planning skills,
adapt teaching materials, and develop reflective teaching abilities. Through continuous practice and
supervision, pre-service teachers gradually build confidence and professional competence.

Despite its significance, some teacher education programs provide limited or ineffective practicum
experiences. Researchers argue that poorly planned practicum experiences may not contribute
meaningfully to the development of teaching skills (Beck & Kosnik, 2002). As teaching education
has shifted toward recognizing teachers as active decision-makers, the role of practicum has
become increasingly important. Therefore, examining the effect of teaching practicum on
pre-service teachers’ teaching skills is essential for improving teacher education programs and
ensuring the preparation of competent and reflective future teachers.

In addition, the teaching practicum provides pre-service teachers with opportunities to develop
important professional skills such as communication, classroom decision-making, and
problem-solving. By engaging directly with students, school culture, and real teaching challenges,
pre-service teachers learn how to respond to diverse learners and unexpected classroom situations.
The practicum also encourages reflective practice, allowing student teachers to evaluate their
strengths and weaknesses and continuously improve their teaching performance. Therefore, a
well-structured and supportive practicum experience plays a crucial role in strengthening
pre-service teachers’ teaching skills and professional readiness.

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 Concept of Teaching Practicum

Teaching practicum is a fundamental component of pre-service teacher education programs that

provides student teachers with opportunities to experience real classroom teaching in school or
college settings. It is generally understood as a structured and supervised period of teaching
practice in which student teachers apply the theoretical knowledge and teaching strategies learned
during their coursework. The teaching practicum is often referred to as teaching practice, field
experience, internship, or apprenticeship, and it serves as a bridge between theory and practice in
teacher education.

In general, teaching practicum can be defined as the opportunity given to student teachers to
develop and improve their professional teaching practice in authentic classroom contexts under the
guidance and supervision of experienced cooperating teachers and university supervisors (Wallace,
1991). Through this experience, student teachers engage directly with learners, observe experienced
teachers, and reflect on their own teaching performance. This process helps them understand the
realities of classroom teaching and gradually develop their professional identity as teachers.

The teaching practicum is designed with several important objectives. One major objective is to
enable student teachers to gain practical classroom teaching experience and develop essential
teaching skills such as lesson planning, classroom management, instructional delivery, and
assessment. Another objective is to allow student teachers to apply pedagogical theories, content
knowledge, and teaching methods learned in previous coursework to real teaching situations. The
practicum also aims to enhance student teachers’ confidence, self-efficacy, communication skills,
and ability to make informed instructional decisions. In addition, it encourages reflective practice,
helping student teachers identify their strengths and weaknesses and improve their professional
performance.

In teacher education, the role of teaching practicum is highly significant. It prepares pre-service
teachers for the demands and challenges of the teaching profession by exposing them to real school
environments, learners’ needs, and classroom dynamics. Teaching practicum also provides
opportunities for mentorship through interaction with cooperating teachers, which supports
professional and emotional development. Moreover, practicum strengthens the connection between
universities and schools, contributing to the overall quality of teacher education programs.
Therefore, the teaching practicum plays a crucial role in developing competent, confident, and
reflective teachers who are well prepared for professional teaching practice.

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 Competency of Pre-Service Teachers

Competency of pre-service teachers refers to the knowledge, skills, and professional abilities that
student teachers need to effectively teach in real classroom settings. One of the core aspects of
competency is teaching skill, which is the ability to plan, organize, and deliver lessons in a way that
facilitates student learning. Teaching skills enable pre-service teachers to manage classrooms,
engage students, and implement instructional strategies effectively. They also include the capacity
to evaluate learning outcomes and adjust teaching methods according to learners’ needs.

Key teaching skills for pre-service teachers cover several important areas. Lesson planning
involves designing structured and meaningful lessons that align with learning objectives and
curriculum requirements. Classroom management is the ability to maintain a productive and
disciplined learning environment while addressing diverse student behaviors. Communication
skills help teachers explain concepts clearly, interact with students effectively, and build positive
relationships. Assessment and evaluation allow teachers to measure student learning, provide
feedback, and make instructional decisions based on students’ performance. Time management
ensures that lessons are delivered efficiently and that teaching objectives are achieved within the
allocated time. Student engagement involves motivating learners to participate actively in
classroom activities and fostering a positive learning atmosphere. The use of teaching aids supports
visual, auditory, and kinesthetic learning, making lessons more interactive and comprehensible.
Finally, feedback and reinforcement help guide students toward improved understanding and skill
development, encouraging continuous learning and growth.

Developing these competencies is essential for pre-service teachers to become effective, confident,
and reflective professionals. Through teaching practicum and guided practice, student teachers
gradually acquire and refine these skills, preparing them to meet the diverse demands of the
modern classroom.

In addition, the competency of pre-service teachers is not limited to technical teaching skills but
also includes the ability to adapt to different classroom situations and respond to students’ diverse
learning needs. Effective teachers must combine their knowledge of subject content with
pedagogical strategies to create meaningful learning experiences. Developing competencies such as
providing constructive feedback, motivating students, and using innovative teaching aids allows
pre-service teachers to enhance student engagement and learning outcomes. Moreover, these
competencies contribute to building the teacher’s professional confidence and reflective practice,
ensuring that they are prepared to make informed instructional decisions and continuously improve
their teaching performance.

One of the most important teaching skills is lesson planning. Lesson planning involves setting clear
objectives, selecting appropriate content and methods, and organizing activities logically. Effective
lesson planning helps pre-service teachers manage time and feel confident in teaching. Practicum
experiences also teach them how to adjust lesson plans according to classroom realities. Classroom
management is another essential skill that enables teachers to maintain an orderly and supportive

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learning environment. Through practicum, pre-service teachers develop strategies to manage
behavior, build positive relationships, and handle classroom challenges.

Communication skills are crucial for effective teaching. Pre-service teachers must explain concepts
clearly, give understandable instructions, and interact positively with students. Practicum helps
student teachers improve both verbal and non-verbal communication and adjust their language to
suit learners’ levels. Assessment and evaluation skills are also important, as they help teachers
monitor student learning and provide feedback. Pre-service teachers learn to use various
assessment methods and give constructive feedback that supports student improvement.

Time management plays a significant role in effective teaching. Many pre-service teachers initially
struggle to manage lesson time, but practicum experiences help them learn to pace lessons and
prioritize activities. Student engagement is another key teaching skill, involving the ability to
motivate students and encourage active participation. Using appropriate teaching aids and
instructional materials further supports student understanding and interest. In addition, feedback
and reinforcement help motivate learners and promote positive learning behaviors.

Beyond technical skills, the competency of pre-service teachers includes reflective practice and
professional growth. Reflection allows student teachers to evaluate their teaching, identify
challenges, and improve performance. Teaching practicum provides opportunities for reflection
through feedback from mentors and supervisors. Overall, the integration of teaching skills,
professional knowledge, and reflective practice contributes to the development of competent,
confident, and effective pre-service teachers who are prepared to meet the demands of real
classroom teaching.

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 Review of related literature
Teaching practicum is widely recognized as a fundamental component of pre-service teacher
education because it provides student teachers with opportunities to experience real classroom
teaching and develop professional competence. Through practicum, pre-service teachers are able to
connect theoretical knowledge gained from coursework with actual teaching practice under
guidance and supervision. Many scholars have emphasized the importance of practicum in shaping
teaching skills, professional judgment, and reflective practice. Researchers such as Wallace, Beck
and Kosnik, Gebhard, Freeman, Johnson, Borg, and Ong’ondo and Jwan have highlighted
practicum as a crucial context in which student teachers learn to plan lessons, manage classrooms,
make informed instructional decisions, and develop their professional identities. Therefore,
understanding scholarly perspectives on teaching practicum is essential for recognizing its role in
enhancing the competency and teaching skills of pre-service teachers.

Gebhard (2009)
Gebhard (2009) describes teaching practicum as a structured opportunity for pre-service teachers to
experience the realities of classroom teaching while receiving guidance from mentors. He
emphasizes that practicum allows student teachers to apply teaching theories, experiment with
instructional strategies, and understand learners’ needs in authentic contexts. Through practicum,
pre-service teachers gradually develop teaching skills such as lesson planning, classroom
management, and communication. Gebhard also highlights that practicum helps student teachers
become aware of the complexity of teaching and the multiple roles teachers play in the classroom,
including instructor, facilitator, and classroom manager.

Furthermore, Gebhard explains that practicum supports professional growth through observation,
practice, and reflection. By observing experienced teachers, student teachers learn effective
classroom techniques and professional behavior. At the same time, teaching practice enables them
to identify their own strengths and weaknesses. This process enhances self-confidence and
encourages continuous professional development. Therefore, teaching practicum plays a vital role
in shaping competent and reflective future teachers.

Ong’ondo and Jwan (2009)

Ong’ondo and Jwan (2009) emphasize that teaching practicum is a collaborative learning process
involving student teachers, cooperating teachers, and university supervisors. They argue that
practicum is not merely a period of teaching practice but a learning space where student teachers
construct professional knowledge through interaction and supervision. Through collaboration,
student teachers receive feedback, guidance, and emotional support, which contribute to the
development of teaching competence.

In addition, Ong’ondo and Jwan point out that practicum enhances student teachers’ ability to
reflect on their teaching experiences. Reflection helps them evaluate instructional strategies,

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classroom management decisions, and student engagement. As a result, student teachers become
more confident, flexible, and adaptive in their teaching practices. The researchers conclude that
effective collaboration during practicum significantly improves the quality of teacher learning and
professional readiness.

Farrell (2001)

Farrell (2001) focuses on teacher socialization during the practicum and explains that pre-service
teachers learn not only teaching skills but also professional norms and values. Teaching practicum
exposes student teachers to school culture, classroom routines, and teacher-student relationships.
Through daily interaction with students and colleagues, student teachers gradually develop a sense
of belonging to the teaching profession.

Farrell also highlights that practicum helps student teachers manage teaching anxiety and build
professional confidence. Facing real classroom challenges such as time management, student
discipline, and language use enables student teachers to develop coping strategies. With appropriate
mentoring and reflection, practicum becomes a powerful learning experience that strengthens
teaching competence and professional identity.

Suratno (2008)

School–University Partnership in Teaching Practicum

Suratno (2008) emphasizes the importance of strong school–university partnerships in the

implementation of teaching practicum, particularly in the Indonesian context. According to him,
practicum is not merely a requirement for student teachers to gain classroom experience, but a
crucial mechanism to bridge the gap between theoretical knowledge learned at the university and
practical realities in schools. Without effective collaboration, student teachers may struggle to
apply educational theories, teaching strategies, and assessment methods in real classroom
situations.

Suratno points out that one of the major weaknesses in practicum programs is the lack of
coordination and shared understanding between universities and schools. Universities often design
practicum objectives and expectations without fully considering the actual conditions, needs, and
constraints of schools. As a result, student teachers may experience confusion, frustration, and even
conflict when what they learned on campus does not align with school practices.

Furthermore, Suratno argues that teaching practicum should be seen as a shared responsibility
rather than a university-only obligation. Schools, especially cooperating teachers, play a central
role in shaping student teachers’ professional competence, attitudes, and understanding of school
culture. Therefore, cooperating teachers need to be well informed about the goals of the practicum

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and the roles they are expected to play in mentoring student teachers.

Suratno also highlights that effective partnerships require clear communication, mutual trust, and
continuous collaboration between universities and schools. Regular meetings, clear guidelines, and
joint evaluation of practicum outcomes are necessary to ensure that student teachers receive
consistent support. Through such collaboration, practicum can better prepare prospective teachers
to understand the realities of the teaching profession and to develop professional identities
grounded in both theory and practice.

Uusimaki (2013)

Empowering Pre-Service Teacher Supervision through Relational Mentoring

Uusimaki (2013) focuses on the role of mentoring and supervision in teaching practicum,
particularly from a relational-cultural perspective. She argues that effective supervision during
practicum is not simply about evaluating teaching performance, but about building supportive,
respectful, and empowering relationships between supervisors, cooperating teachers, and student
teachers.

According to Uusimaki, many practicum-related problems arise because supervisors and

cooperating teachers are not adequately prepared for their mentoring roles. In some cases,
supervisors may view their role as authoritative evaluators rather than as mentors who guide,
support, and encourage professional growth. This can create anxiety and reduce student teachers’
confidence, making practicum a stressful rather than developmental experience.

Uusimaki emphasizes that mentoring should be based on mutual respect, trust, and open
communication. When student teachers feel emotionally supported and professionally valued, they
are more likely to reflect on their teaching practices, take instructional risks, and develop a strong
sense of professional identity. Emotional support, therefore, is as important as technical guidance in
lesson planning or classroom management.

Additionally, Uusimaki highlights the importance of empowering supervisors and cooperating

teachers through professional development. Training programs can help them understand mentoring
as a complex and relational process rather than a simple supervisory task. Such preparation enables
mentors to provide constructive feedback, recognize student teachers’ emotional needs, and create
a safe learning environment during practicum.

In conclusion, Uusimaki (2013) asserts that successful practicum experiences depend heavily on the
quality of mentoring relationships. By adopting a relational-cultural approach, practicum
supervision can become a meaningful process that supports both the professional competence and
personal development of pre-service teachers.

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Beck and Kosnik (2002)

Beck and Kosnik (2002) conducted an influential study on teaching practicum by focusing on
student teachers’ perceptions of what constitutes a good practicum experience. Their research
emphasizes that practicum is not merely a requirement for certification but a critical learning phase
that significantly shapes pre-service teachers’ professional development. According to Beck and
Kosnik, the quality of the practicum experience depends largely on the nature of support, guidance,
and interaction provided by cooperating teachers. When student teachers feel supported rather than
judged, they are more willing to experiment with teaching strategies and reflect on their practice.

A central argument in Beck and Kosnik’s work is the importance of emotional support during
practicum. They found that student teachers often experience anxiety, stress, and self-doubt when
entering real classrooms for the first time. Supportive cooperating teachers who are approachable,
encouraging, and respectful help reduce this stress and create a safe learning environment. This
emotional security allows student teachers to focus on improving their teaching skills, such as
lesson planning, classroom management, and communication with students. Beck and Kosnik
argue that emotional support is just as important as technical guidance in developing competent
teachers.

Furthermore, Beck and Kosnik (2002) highlight the value of trust and positive relationships
between student teachers and cooperating teachers. When cooperating teachers treat student
teachers as colleagues rather than as mere trainees, student teachers develop a stronger sense of
professional identity. This collegial relationship fosters confidence and encourages student teachers
to take initiative in the classroom. As a result, student teachers feel empowered to adapt lesson
plans, select teaching methods, and respond flexibly to students’ needs, which enhances their
instructional competence.

Another key aspect discussed by Beck and Kosnik is the importance of providing opportunities for
experimentation during practicum. They argue that student teachers learn best when they are given
freedom to try different teaching approaches without fear of failure. Constructive feedback, rather
than harsh criticism, helps student teachers understand their mistakes and improve their practice.
This process of trial, reflection, and improvement contributes to deeper professional learning and
long-term teaching effectiveness.

Beck and Kosnik (2002) also emphasize that a good practicum should balance guidance and
independence. While student teachers need direction and feedback from cooperating teachers, they
also need space to develop their own teaching style. Excessive control by mentors may limit
creativity and professional growth. Therefore, effective cooperating teachers are those who provide
guidance while allowing student teachers to gradually assume responsibility for classroom
instruction.

In addition, Beck and Kosnik point out that practicum experiences play a crucial role in shaping

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student teachers’ beliefs about teaching and learning. Positive practicum experiences can
strengthen commitment to the teaching profession, whereas negative experiences may discourage
prospective teachers. Supportive mentoring, respectful treatment, and meaningful teaching
opportunities help student teachers develop a positive perception of teaching as a profession.

Borg (2003)

Borg (2003) introduces the concept of teacher cognition to explain what teachers think, know, and
believe, and how these mental processes influence classroom practice. According to Borg, teaching
is not simply a set of observable behaviors or techniques; rather, it is deeply shaped by teachers’
internal beliefs, prior experiences, and personal interpretations of teaching and learning. In the
context of teaching practicum, this perspective highlights the importance of understanding how
pre-service teachers’ beliefs are formed, challenged, and reshaped through real classroom
experiences.

Borg (2003) argues that pre-service teachers enter practicum with pre-existing beliefs about
teaching, often developed from their own experiences as learners. These beliefs may include ideas
about classroom control, effective teaching methods, student behavior, and the role of the teacher.
During practicum, these beliefs are tested when student teachers encounter the realities of
classroom teaching, such as managing diverse learners, responding to unexpected situations, and
adapting lesson plans. This confrontation between belief and practice becomes a powerful learning
opportunity.

One of Borg’s key contributions is his emphasis on the interaction between cognition and practice.
He explains that teacher cognition both influences and is influenced by classroom experience. In
teaching practicum, student teachers’ decisions—such as choosing teaching strategies, managing
classroom interaction, and assessing student learning—are guided by their beliefs and knowledge.
At the same time, successful or unsuccessful teaching experiences during practicum can modify
these beliefs, leading to professional growth and improved teaching competence.

Freeman (2002)

Freeman (2002) emphasizes the importance of examining the cognitive dimension of teaching,
arguing that teachers are active decision-makers whose beliefs, knowledge, and reasoning strongly
influence classroom practice. Unlike the earlier process-product approach that focused mainly on
observable outcomes of teaching, Freeman stresses that understanding what teachers think and how
they process information is crucial for teacher education. In the context of teaching practicum, this
perspective highlights that pre-service teachers do not simply replicate teaching techniques; instead,
they actively interpret classroom situations and make informed instructional choices based on their
knowledge, beliefs, and experiences.

Furthermore, Freeman discusses the notion of teacher cognition, which includes teachers’

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knowledge about subject content, pedagogical strategies, student learning, and curriculum. During
practicum, student teachers are challenged to integrate this knowledge into real classroom practice.
Freeman notes that practicum provides opportunities for student teachers to test, refine, and adapt
their understanding of teaching while responding to unexpected classroom dynamics. This process
fosters professional growth by linking theoretical knowledge gained at the university with practical
experience in schools, enabling student teachers to develop instructional competence and reflective
thinking.

Finally, Freeman (2002) highlights the evolving understanding of teacher knowledge in pre-service
education. He argues that teacher education should not only teach techniques but also support
student teachers in critically analyzing their beliefs and assumptions about teaching and learning.
Through mentoring, observation, and guided reflection in practicum, student teachers develop a
deeper awareness of how their mental models shape instructional decisions. Consequently,
Freeman’s work underscores that effective practicum experiences contribute to the development of
competent, reflective, and adaptive teachers.

Conclusion

The review of literature on teaching practicum highlights its crucial role in shaping the
competencies, professional identity, and reflective abilities of pre-service teachers. From the
conceptual perspective, teaching practicum is more than a compulsory component of teacher
education; it is a dynamic learning environment where theoretical knowledge from coursework is
integrated with real classroom experience. As highlighted in the introduction and concept sections,
practicum provides opportunities for student teachers to apply pedagogical theories, develop
lesson-planning and classroom management skills, enhance student engagement, and learn
assessment techniques. Moreover, it allows them to develop professional judgment, adapt to diverse
learning contexts, and cultivate their own teaching styles. This experiential dimension is essential
for producing reflective, competent, and adaptive teachers who can navigate the complex realities
of modern classrooms.

Beck and Kosnik (2002) emphasize that the quality of practicum experiences depends heavily on
emotional and professional support from cooperating teachers. According to their findings, student
teachers benefit greatly when mentors provide constructive feedback, allow opportunities for
experimentation, and foster a safe environment for learning. Such guidance not only enhances
teaching skills but also strengthens the student teachers’ professional identity and confidence.
Similarly, Borg (2003) highlights that pre-service teachers’ cognition—what they know, believe,
and think about teaching—shapes their classroom decisions. Practicum serves as a context in which
these beliefs are tested, refined, and expanded through reflective practice and real-life teaching
challenges, ultimately leading to more informed and competent teaching.

Schön (1983, 1987) provides a complementary perspective by demonstrating the centrality of

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reflective practice in professional growth. His distinction between reflection-in-action and
reflection-on-action explains how student teachers develop the ability to adapt lessons, manage
unforeseen classroom situations, and critically evaluate their own teaching. Reflection, combined
with mentorship and feedback, allows pre-service teachers to understand the rationale behind their
instructional decisions, improving both pedagogical and interpersonal skills. Freeman (2002)
further supports this by highlighting that teachers are active decision-makers whose cognition
governs classroom practice. He notes that practicum facilitates the integration of theoretical
knowledge with practical experience, enabling student teachers to develop professional judgment,
problem-solving skills, and adaptive expertise

Overall, teaching practicum plays a vital role in developing pre-service teachers’ skills, knowledge,
and professional identity. It allows student teachers to apply theory in real classrooms, practice
lesson planning, classroom management, communication, assessment, and student engagement.
Reflective practice, as highlighted by Schön, and teacher cognition, as noted by Borg and Freeman,
help pre-service teachers adapt, make informed decisions, and grow professionally. Support and
guidance from cooperating teachers, emphasized by Beck and Kosnik, further enhance learning and
confidence.

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 Reference

Beck, C., & Kosnik, C. (2002). Components of a good practicum placement: Student-teacher
perceptions. Teacher Education Quarterly, 29(2), 81–98.

Borg, S. (2006). Teacher cognition and language education: Research and practice. London:
Continuum.

Farrell, T. (2001). English language teacher socialisation during the practicum. Prospect, 16(1), 49–
62.

Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach.
Language Teaching, 35(1), 1–13.

Gebhard, J. G. (2009). The practicum. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to
second language teacher education. Cambridge: Cambridge University Press.

Ong’ondo, C., & Jwan, J. O. (2009). Research on student teacher learning: Collaboration and
supervision during the practicum. Educational Research and Review, 4(11), 515–524.

Suratno, T. (2008). School-university partnership in Indonesia: A case study. Paper presented at the
International Conference on Lesson Study, Indonesia University of Education.

Uusimaki, L. (2013). Empowering pre-service teacher supervisors’ perspectives: A

relational-cultural approach toward mentoring. Australian Journal of Teacher Education, 38(7).

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