An assumption inherent in pre-service programmes across a variety of contexts is that the knowledge and practices taught within them will enable professional practice in the workplace. However, a widely distinguished problem lies in the fact that there is often a huge inconsistency between the types of skills and knowledge taught in pre-service programmes and the realities of workplace practice (Meijer, de Graaf, & Meirink, 2011; Yayli, 2008). Hence the much argued concept of how much of the theory that is imparted in the training classroom is actually relevant to pre-service teachers when they go on their teaching practicum. There is widespread criticism of educational theory courses, notably by students in training, beginning teachers, and school principals. Teachers in their initial years in the profession express frustration over coursework for which they generally perceive little value intellectually or practically (Allen & Wright, 2014).

Levine (2006) echoes these concerns in arguing that we are in danger of preparing teachers who know much about theory and little about practice. In fact, the faction between theory and practice seems almost synonymous with teacher education programmes, with Dewey noting the issue as far back as the early 1900s (Dewey, 1904). Professional or workplace experience which in this context is referred to as practicum, is one of the time-honoured approaches to alleviate the theory-practice ‘gap’ in teacher education. The practicum, although varied in intent and approach, has always been integral to teacher education programmes (Vick, 2006) and represents the time during which students are ideally provided opportunities to integrate theory and practice in the workplace. Linking carefully constructed practicum experiences with on-campus courses has been highlighted as one of the most powerful and effective ways of supporting student teacher learning (Darling-Hammond, 2006; Tatto, 1996). Darling- Hammond (2006) identified a number of ways in which best practice can be achieved in linking theory and practice in the practicum. These ways include strong involvement from school and university staff and well designed in-field experiences that make explicit links between theory and practice through, for example, action research and performance assessments.

Teaching practicum in Institutes of Teacher Education (ITE) in Malaysia is carried out in two phases. Each phase consists of a twelve-week placement in schools in which the teacher trainees take on the role of teachers in actual classrooms. The natural order of the practicum however suffered in the onslaught of the COVID-19 pandemic which ravaged the entire modern world as we know it. The world adapted of course, and teacher education programmes did too. The transition between actual field practice and online field practice garnered a lot of interest in terms of research. In fact, one of my very first article was an account of my own personal struggles as a teacher educator trying to navigate online practicum supervision and evaluation. As we move into the post pandemic scenario, the teaching practice component is now fully restored to what it was with pre service teachers’ once again being given the opportunity to go into actual schools for real and hands-on teaching experience. This article is a narrative inquiry into the learning points and the challenges they navigate through the concept of ‘learning to teach’. The more important question though is, have they managed to build a sense of understanding between theory and practice? 

The insights were largely drawn from casual interviews and the pre-service teachers’ reflective journals. The learning points included trying to manage “classroom management”, the importance of learner engagement while the challenges highlighted areas such as technology assessment and reflections. Excerpts from the interviews and journals are shared to exemplify the nature of their ‘learning to teach’ journey.

In managing my classroom, I learnt that I need to assert authority in the classroom and make rules so that the pupils will understand and not cross lines. (Interview, PST 5)

I have learned that we need to form a good connection with the students to have good classroom management. A classroom based on mutual respect and trust helps the students’ growth and lessens disruptions in the class. Being respectful towards one another is also important to ensure a positive classroom environment. Involving everyone in the classroom by having a full-on conversation with the students and discussions about the students’ experiences and ideas will encourage them to be more attentive and invested to participate in the lesson. When students are invested, they are less likely to disrupt the classroom. (Reflective Journal, Entry #2)

In understanding my learners, I learnt that pupils vary in their ways of obtaining and understanding knowledge. This means that even if a pupil is not good in one thing, it does not mean they are not good in another either. It is up to the teachers to figure out and learn their ways so that these pupils can be taught properly. (Interview, PST 7)

Background check. I think this is important knowledge that I learnt in school. Always check their background first and get to know them throughout the 3 months. When I can understand their backgrounds, it helped me to find the solution towards the behaviour in the classroom and understanding towards the subject. Plus, I can improvise my teaching approach to make sure it is suitable with their needs to build engagement. (Reflective Journal, Entry# 4)

I need more practice on assessment and reflection. I keep forgetting to provide proof or documentation of the assessment which makes it hard to precisely evaluate each student. Assessment is also important for the teacher to be able to evaluate whether the students understand the lesson or if the teacher needs to use different methods or teaching strategies in the next lesson. Reflection is important for the teacher to reflect on the lesson and if there are any altercations that needs to be done for the next lesson. (Reflective Journal, Entry #10)

Using technology during teaching and learning practice. I think I need to improve myself a lot on technology because the pupils now are the generation of technology. They grasp a lot contents through the Internet and social media mainly. (Interview, PST 9)

The insights gained from the pre service teachers’ point towards the question of how much of the theory and knowledge imparted in the teacher education programme were useful to the pre-service teachers’ as they navigated through the learning to teach process. The overall perception of theory and practice contributed towards understanding this. The pre-service teachers felt that they learnt a lot more being in the teaching classroom in terms of honing their practical skills, nevertheless the theoretical foundations from the training classroom provided them with a good grasp of understanding the classroom eco-system such as behaviourism, constructivism, learning styles and language acquisition. Schön’s (2003) and Lenz Taguchi’s (2007) notion of the inseparability of theory and practice and their claim that it is not possible to determine where one ends and the other begins lends credibility in this context. The practice acquired was founded in the theories imparted.

References

Allen, J. M., & Peach, D. (2007). Exploring connections between the in-field and on-campus components of a preservice teacher education program: A student perspective. Asia-Pacific Journal of Cooperative Education, 8, 23–36.

Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey-Bass

Dewey, J. (1904). The relation of theory to practice in education. In C. A. McMurry (Ed.), The relation between theory and practice in the education of teachers: Third Yearbook of the National Society for the Scientific Study of Education, part 1 (pp. 9–30). Chicago: The University of Chicago Press

Dewey, J. (1904). The relation of theory to practice in education. In C. A. McMurry (Ed.), The relation between theory and practice in the education of teachers: Third Yearbook of the National Society for the Scientific Study of Education, part 1 (pp. 9–30). Chicago: The University of Chicago Press

Lenz Taguchi, H. (2007). Deconstructing and transgressing the theory-practice dichotomy in early childhood education. Educational Philosophy and Theory, 39, 276–290

Levine, A. (2006). Educating school teachers. Princeton, NJ: The Education Schools Project.

Meijer, P. C., de Graaf, G., & Meirink, J. (2011). Key experiences in student teachers’ development. Teachers and Teaching: Theory and Practice, 17, 115–129.

Schön, D. A. (2003). The reflective practitioner: How professionals think in action. Aldershot: Ashgate.

Tatto, T. (1996). Examining the values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155–180.

Vick, M. (2006). It’s a difficult matter: Historical perspectives on the enduring problem of the practicum in teacher preparation. Asia-Pacific Journal of Teacher Education, 34, 181–198.

Yayli, D. (2008). Theory-practice dichotomy in inquiry: Meanings and preservice teacher-mentor teacher tension in Turkish literacy classrooms. Teaching and Teacher Education, 24, 889–900.

Written by Shubashini Suppiah