Teacher education programs are designed to develop professionals who are prepared to meet the challenges of the 21st century classrooms and workplace. To this end, then teacher education program must aim to develop the knowledge, skills and attributes of teachers to prepare them to teach effectively in the schools systems. It is, therefore, argued that the academic program of the teacher education should be coupled with an important and integral component called school -based experiences i.e. practicum which provides students with supervised experiences and help the student teachers to understand the full scope of teachers role. Many have also suggested that these experiences are very powerful in shaping teachers as they are real in contrast to the artificial environment of the tertiary education courses. Hence, the purpose of this paper is to address the experience of my teaching practicum (TSL -507) course under BRAC Institute of languages.
This author is indebted to a lot of personnel for helping him putting up this report in one piece. I would like to thank Dr. Sayeedur Rahman and Prof. Dil Afroze Quader for their support and guidance in making this course a successful one.
I would also like to thank BIL and faculties who are involved with TESOL program for helping me with the report. I would also like to thank Mr. Mohiuddin, Mr. Khurram Mallik, Mr. Jerry Cardoza, Ms. Razia and the entire team of BRAC School program who allowed us to observe their classes and gain invaluable experience. Lastly, I would like to thank the students who attend my classes and helped me gain this unequal experience.
Overview of the course:
The objective of the Teaching Practicum course (TSL-507) is to improve teaching methods and expand professional education skills. These objectives are achieved by giving graduate students multiple opportunities to observe and teach a variety of levels under the guidance of BRAC Institute of language’s faculty. This course integrates the foundation of TESOL program, applies coursework content understanding and develops necessary skills while seeking to build the core competencies of an expert educator.
The Need for Practicum in Teacher Education
The Need for Practicum in Teacher Education Teacher expertise is the single most important factor in determining student achievement and fully trained teachers are far more effective with students than those who are not prepared. What knowledge and skills do expertise teachers possess? Teaching has been described as a combination of an art, a craft, and a science. Knowing what to teach, how to teach it, and what methods to use with particular topics, particular kinds of students and in particular settings all combine to form the knowledge and skills that define teaching expertise. To this end teacher education programs should aim to develop the knowledge, skills and attributes of pre-service teachers’ in order to prepare them to teach effectively in twenty first century classrooms. However, most teacher education programs fail to do so and Bangladesh is not exceptional. Teachers are ill prepared for the world of work especially, professional competency of teacher is deficient, unsatisfactory content knowledge, weakness at practical teaching, and graduates are not up to the standard. In order to fill these identified gaps the practicum came to its existence, and many literature started to argue that the best way to educate teachers is to give them real experience of class and students, which led to the introduction of the practicum in teacher education (as well as in TESOL program in BIL) - through which student teachers understood the socio-cultural, economic and demographic factors underpinning education, and also can have firsthand experience and knowledge about the university environment. It also provides student teachers with a frame of reference for the skills they are building.
Observing a faculty member in the...
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