The Perception of College of Education Students on the Semester-long Teaching Practicum

This study analyzes the results of a demand survey conducted among students of the College of Education prior to their participation in a pilot program for the semester-long teaching practicum. Among all the students surveyed, 49.3% expressed their willingness to participate in the practicum, while 50.7% were unwilling to participate. The most common reason for wanting to participate was to confirm their aptitude for teaching, cited by 35.6% of respondents. This was followed by a desire to better understand schools and students, at 30.8%. In contrast, reasons such as preparing for the teacher certification exam and enhancing teaching expertise were less frequently mentioned. The main reasons for not participating were a lack of preparation for the teacher certification exam(29.9%), the burden of major coursework(27.1%), and the belief that the existing four-week practicum was sufficient(27.1%). Based on the results of study, we propose some recommendations for the operation of the semester-long teaching practicum. First, it is necessary to discuss whether it is appropriate to implement the practicum for all students. Second, there was a significant gap between the number of students who expressed a willingness to participate and those who actually participated, indicating a need for incentives to encourage participation. Third, more systematic guidance is required for the education provided before and after the practicum, as well as for mentoring and coaching during the practicum. Finally, while extending the practicum period is important, it is even more crucial to establish a comprehensive educational plan.