Practicum is an important but challenging part of primary teacher education especially in developing countries like the Republic of the Maldives where the effectiveness of practicum can be impeded by geographical distance, isolation, levels of teacher expertise, and by a highly structured system of primary schooling and teacher education. The current paper reports on a study of beginning teachers in their first year of full-time teaching practice and their perceptions of the effectiveness of their practicum experiences during their teacher training both generally and in terms of developing desirable teaching competencies. Teachers reported that their relationship with school and academic staff was one of the most effective and positive features of practice teaching but reported less positively on the processes used to assess and evaluate students during their teaching practice. Copyright © 2000, Pacific Circle Consortium.
|Publication status||Published - 2000|