An evaluation of the teaching practicum at some thai universities a case study of efl student teachers at hue university college of foreign languages

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES  TRAN THI NGOC BICH AN EVALUATION OF THE TEACHING PRACTICUM AT SOME THAI UNIVERSITIES: A CASE STUDY OF EFL STUDENT TEACHERS AT HUE UNIVERSITY – COLLEGE OF FOREIGN LANGUAGES FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: TRAN VAN PHUOC, ASSOC PROF DR HUE, 2012 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ  TRẦN THỊ NGỌC BÍCH ĐÁNH GIÁ VIỆC THỰC TẬP SƯ PHẠM Ở MỘT SỐ TRƯỜNG ĐẠI HỌC THÁI LAN CỦA SINH VIÊN NGÀNH TIẾNG ANH – TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - ĐẠI HỌC HUẾ LUẬN VĂN THẠC SĨ NGÀNH LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY – HỌC MÔN TIẾNG ANH NGƯỜI HƯỚNG DẪN KHOA HỌC : PGS.TS TRẦN VĂN PHƯỚC HUẾ, 2012 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author Tran Thi Ngoc Bich ACKNOWLEDGEMENTS Above all, I am sincerely grateful to my supervisor, Prof Dr Tran Van Phuoc who has given me much enthusiastic instructions, invaluable advice as well as encouragement since the very beginning of my thesis I am also very much indebted to the teachers of English Department who have been willing to provide me with requisite materials and to create favorable conditions for my implementation of this study I would like to thank all research participants for completing the questionnaires and take part in the in – depth interview that contribute an essential part to the achievement of the research Last but not least, I would like to thank my parents and my friends for their love, support and encouragement during the completion of this paper Although much time and effort has been invested in this thesis, mistakes and shortcomings are inevitable due to limitations of my knowledge and experiences Therefore, I would appreciate all critical comments and suggestions from teahers and friends TABLE OF CONTENTS Statement of Authorship Acknowledgements Table of contents List of Symbols and Abbreviations List of Figures and Tables Abstract Chapter INTRODUCTION 1.1 Rationale 1.2 Aims of the study 10 1.3 Research questions 11 1.4 Scope of the study 11 1.5 Structure of the thesis 12 Chapter LITURATURE REVIEW AND THEORETICAL BACKGROUND 13 2.1 The review of previous studies 13 2.2 Theoretical background 13 2.2.1 Teaching practicum 13 2.2.1.1 Definition 13 2.2.1.2 Purposes of teaching practicum 15 2.2.1.3 Benefits of teaching practicum 15 2.2.1.4 Requirements of teaching practicum 17 2.2.2 The student teacher 18 2.2.2.1 Definition 18 2.2.2.2 Requirements for student teachers in teaching practicum 19 2.2.3 The student teaching 19 2.2.3.1 Definition 19 2.2.3.2 Requirements of student teaching 21 2.2.4 Supervisor 22 2.2.4.1 Definition 22 2.2.4.2 Requirements of supervisor in teaching practicum 23 2.2.5 Cooperating teacher 24 2.2.5.1 Definition 24 2.2.5.2 Requirements of cooperating teachers in teaching practicum 24 2.2.6 HUCFL‘s policies in promoting teaching practicum abroad 27 Chapter RESEARCH METHODOLOGY 28 Research design 28 Research methods 28 3.2.1 Data collection methods 28 3.2.2.1 Settings .28 3.2.1.2 Participants 29 3.2.1.3 Instruments 30 3.2.1.3.1 Questionnaire .30 3.2.1.3.2 In – depth interview .32 3.2.1.4 Procedure 32 3.2.2 Data analysis methods 33 Chapter FINDINGS AND DISCUSSIONS 34 Student teachers‘ perceptions on teaching practicum 34 1 Student teachers‘ perceptions on teaching practicum‘s importance .34 Student teachers‘ perceptions on the teaching practicum‘s components37 Student teachers‘ perceptions on teaching practicum‘s environment 38 4.1.4 Student teachers‘ perceptions on teaching practicum‘s supervisors and cooperating teachers 39 4.1.5 Student teachers‘ perceptions on the assessment during teaching practicum 39 4.2 Student teachers‘ evaluation on the teaching practicum at some universities in Thailand .40 4.2.1 Student teachers‘ self - evaluation on their own performance 40 4.2.1.1 The student teachers‘ evaluation on the own confidence and competence to become a real teacher .40 4.2.1.2 Student teachers‘ evaluation on their weak points .43 4.2.1.3 Student teachers‘ evaluation on the competence of socialization to the new environment 44 4.2.2 Student teachers‘ evaluation on the administrators‘ organization of the teaching practicum .45 4.2.2.1 Student teachers‘ evaluation on the administrators‘ preparation before teaching practicum 46 4.2.2.2 Student teachers‘ evaluation on the administrators‘ connection and communication during teaching practicum 47 4.2.3 Student teachers‘ evaluation on the cooperating teachers during teaching practicum 48 4.3 Student teachers‘ suggestions to improve teaching practice 52 4.3.1 For student teachers 52 4.3.2 For the organizers and universities 53 4.3.3 For cooperating teachers at Thai universities 54 Chapter CONCLUSIONS & IMPLICATIONS .56 5.1 Conclusions .56 5.2 Pedagogical implications 58 5.3 Limitations of the study 60 5.4 Recommendations for further researches 60 REFERENCES 61 APPENDICES LIST OF SYMBOLS AND ABBREVIATIONS No Abbreviations Meanings EFL English as a Foreign Language HUCFL Hue University – College of Foreign Languages UTTC University of the Thai Chamber of Commerce LIST OF FIGURES AND TABLES Figures Figure 4.1 Figure 4.2 Figure 4.3 Figures Names Pages The student teachers' perception on the importance of 34 teaching practicum Student teachers' perceptions on place of teaching 37 practicum The student teachers' evaluation on their own 40 confidence to become a real teacher Student teachers' perceptions on doing teaching practice 41 Figure 4.4 again in upper - secondary schools in Vietnam Figure 4.5 The student teachers' evaluation on their weak points 43 Student teachers' evaluation on the administrators' 44 Figure 4.6 Figure 4.7 Figure 4.8 Figure 4.9 Figure 4.10 Figure 4.11 organization of teaching practicum The means of communication between student teachers 46 and organizers during teaching practice Student teachers' evaluation on supervisors' enthusiasm 48 Cooperating teachers‘ activities during teaching 49 practicum The number of cooperating teachers during teaching 50 practicum Student teachers' desire of the number of cooperating teachers during teaching practicum 50 61 REFERENCES Ali, M (2010) Self-reported problems of pre-service efl teachers throughout teaching practicum ANADOLU University Journal of Social Sciences, 10 (2), p 199 - 226 AL-Magableh, A M F (2010) An evaluation of English practicum at Yarmouk University from cooperative teachers and student teachers‘ perspectives International Journal of Language studies, (4), p 19-56 Al-Mahrooqi, R I (2011) EFL Student Teacher Perceptions of the Teaching Practice Program at SQU, Sultan Qaboos University, Oman, (2), p.243-266 Arends, R & Winintxky, N (1996) Program structures and learning to teach Im F.B Murray (Ed.) The teacher educator’s handbook Building a knowledge base for the preparation of teacher, p 526-556 San Francisco: Jossey – Bass Beck, C & Kosnick, C (2002) Components of a Good Practicum Placement: Student Teacher Perceptions Teacher Education Quaterly, p.81-97 Brinton, D & Holten, C (1989) What novice teachers focus on: The practicum in TESL TESOL Quaterly, 23, p.343 – 350 Chapman, B S (1999) Praxis: An adult education practicum Adult Learning, 11 (1), p 14-17 Chiang, M (2008) Effects of fieldwork experience on empowering prospective foreign language teachers Teaching and Teacher Education, 24, p.1270 - 1287 Cornu, R L (2008) The changing role of the student teacher in professional experience Australian Association for research in Education Conference, Queenland University of Teachonology 10 Dawson, C (2002) Practical Research Methods A User-Friendly Guide to Mastering Research Techniques and Projects United Kingdom: Cromwell Press 62 11 DePloy, E (1998) Introduction to research: Understanding and applying multiple strategies London, Mostby Inc 12 Doebler, L.K & Roberson, T.G (1987) A study of common problems experienced by secondary student teachers Education, 107 (3), p.234 – 243 13 Dove, L A (1986) Teacher and teacher education in developing country London: Room Helm education TESOL Quarterly, 32, p 397-417 14 Farrell, T (2001) English language teacher socialization during the practicum Prospect, 16 (1), p.49 – 62 15 Farrell, T (2008) ―Here is a book, go teach the class‖: ELT practicum support RELC, 39 (2), p 226-241 16 Ford, S & Hollander, H (2007) Student teaching Handbook: Important information and resourses Central Connecticut State University: School of Education and Professional Studies 17 Freeman, D (1989) Intervening in pratice teaching, in Second language teacher education, Richards & Neunan (Ed.) Camridge University Press 18 Freeman, D & Johnson, K (1998) Reconceptualizing the knowledge-base of language teacher 19 George, J., Worrell, P and Rampersad, J (2002) Messages about good teaching: primary teacher trainees‘ experiences of the practicum in Trinidad and Tobago International Journal of Educational Development, 22, p 291-304 20 Gower, R & Walter, S (1983) A teaching practice handbook, Heinemann 21 Grove, F & Oregon (1998), Student teaching Handbook School of Education Pacific University 22 Guyton, E & McIntyre, D J (1990) Student teaching and school experiences In W R Houston (Ed.), Handbook of research on teacher education, p 514534 New York: Macmillan 23 Gibb, S (1999) Journal of Human Relations, 52 (8), p 1055- 1075 63 24 Johnson, K.E (1996) The vision versus the reality: The tensions of the TESOL practicum TESOL Quarterly 25 Koerner, M., Rust, F and Baumgartner, F (2002) Exploring roles in student teaching placements Teacher Education Quarterly, Spring, p 35-58 26 Kyriacou, C & Stephens, P (1999) Student teachers‘ concerns during teaching practice Evaluation and Research in Education, 13 (1), retrieved March 29th, 2012 from http://www.multilingual – matters.com 27 Leedy, P D and Ormrod, J E (2005) Practical Research (8th ed.) New Jersey: Merrill Prentice Hall 28 Lugton, D (2000) Problematizing the practicum, retrieved on March 28th, 2011 from http://www.courses.umass.edu 29 Moore, J L & Harwell, D R (2010) Issues of concerns related to practicum experiences in undergraduate education programs Academic Leadership Online, (2) 30 Neunan, L (2003) Social research methods: Qualitative and Quantitative approaches Boston: Pearson Education Inc 31 Nillas, L & Ferber, T (2010) Through the eyes of student teachers: Successes and challenges in field teaching experiences National Teacher Education Journal, (2), p 61 – 85 32 Nolan, J & Francis, P (1992) Changing perspectives in curriculum and instruction, in dialogue of learning to teach Teaching & Teacher Education, 10, p 71-82 33 Oppenheim, A N (1992) Questionnaire design, interviewing and attitude measurement London: Continuum 34 Rice, R (2004) The student teachers perspective on challenge within teaching practice University of Nottingham, retrieved April, 9th, 2012 from http://www.multilingual – matters.com 64 35 Richards, J C & Crooks, G (1988) The practicum in TESOL TESOL Quarterly, 22, p.9 – 27 36 Richardson, W D & Briggs, L D (1983) Personal characteristics of secondary student teachers, The Clearing House, 57, p 28-29 37 Smith, B (2000) Emerging themes in problems experienced by student teachers: A framework for Analysis College of Student Journal 38 Stoynoff, S (1999) The TESOL practicum: An integrated model in the U.S TESOL Quarterly, 33 (1), p 145 - 151 39 Tang, S Y F (2002) From behind the pupil‘s desk to the teacher‘s desk: A qualitative study of student teachers‘ professional learning in Hong Kong AsiaPacific Journal of teacher Education, 30 (1), p 51-65 40 Tuli, F (2009) Understanding undergraduate students practicum experience: A qualitative case study of jimma university Ethiop Journal of Education & Science, (1) , p 37-61 41 Wallace, M (1991) Training foreign language teachers: a reflective approach Cambridge University Press: Cambridge 42 Walshaw, M (2009) Exploring the Identity of a Pre – Service Teacher: Communal processes during the practicum Massey University 43 Wideen, M., Mayer-Smith, J and Moon, B (1998) A critical analysis of the research on learning to teach; Making a case for an ecological perspective on inquiry Review of Educational Research, 68 (2), p 130-178 44 Woods, A M & Weasmer, J (2003) Great expectations for student teachers: explicit and implied Education, (4), p 681 - 688 45 Zeichner, K (1986), The practicum as an occasion for learning to teach The South Parcific Journal of teacher Education, 14 (2), p.10 – 26 46 Zeichner, K (1990) Changing directions in the practicum: Looking ahead to the 1990s Journal of Education for Teaching, 16 (2), p.105-132 65 APPENDICES APPENDIX A: (VIETNAMESE VERSION) PHIẾU ĐIỀU TRA Họ tên: …………………………………………….Nam/Nữ:………………… Thực tập trường: ……………………………………….……………………… Thời gian: ……………………………………………………….……………… Mục đích bảng câu hỏi nhằm tìm hiểu số ý kiến sinh viên việc thực tập số trường Đại học Thái Lan nhằm nâng cao hiệu dạy học Tiếng Anh Câu trả lời quý anh (chị) đóng góp lớn cho thành cơng nghiên cứu Số liệu thu thập sử dụng cho mục đích nghiên cứu, khơng mục đích khác Xin đọc kĩ câu hỏi đánh dấu  vào phương án trả lời Quý anh (chị) chọn nhiều phương án trả lời cho số câu hỏi cho ý kiến cuối số câu hỏi Phần 1: Nhận thức sinh viên việc thực tập nói chung Theo anh (chị), thực tập trường THPT nói chung thực tập trường Đại học thái Lan quan trọng khơng? Vì sao? □ Rất quan trọng □ Quan trọng □ Ít quan trọng □ Khơng quan trọng Vì sao……………………………………………………… Theo quý anh (chị), thực tập bao gồm cơng việc gì? □ Thực tập giảng dạy □ Thực tập làm công tác chủ nhiệm □ Thực tập cách quản lý lớp □ Thực tập cách soạn giáo án Công việc khác: ………………………………………… 65 66 Theo anh (chị), việc thực tập trường Trung học nói chung trường Đại học Thái Lan cần có người hướng dẫn/ người quản l‎ý khơng? □ Có □ Khơng Nếu có, theo anh ( chị), vai trị người hướng dẫn nào? □ Hướng dẫn giảng dạy □ Hướng dẫn dự □ Hướng dẫn soạn giáo án □ Theo dõi trình thực tập sinh viên □ Giúp đỡ sinh viên Khác: ……………………………… Theo anh (chị), việc thực tập nên diễn đâu trường hợp sau tốt nhất? □ Dạy lớp THPT □ Dạy trường Đại học không chuyên Theo anh (chị), đánh giá việc thực tập sinh viên trường Đại học Thái Lan bao gồm: □ Giáo viên hướng dẫn nước bạn □ Giáo viên hướng dẫn Việt Nam Khác: ………………………… Theo anh (chị), điểm thực tập cuối khóa sinh viên thực tập Thái nên tính dựa tiêu chí nào? □ Điểm thầy hướng dẫn thực tập nước bạn □ Điểm thầy hướng dẫn Việt Nam □ Điểm báo cáo cuối khóa □ Thái độ làm việc sinh viên Khác: ………………………… 66 67 Phần 2: Đánh giá sinh viên việc thực tập số trường Đại học Thái Lan Theo anh (chị) việc tổ chức cho sinh viên thực tập trường Đại học Thái Lan diễn nào? □ Rất chu đáo □ Chu đáo □ Khá chu đáo □ Sơ sài Trước thực tập, nhà trường tổ chức cho anh (chị) công việc sau đây? □ Thông báo cụ thể, chi tiết thời gian, địa điểm thực tập □ Cho sinh viên tự chọn trường thực tập theo nguyện vọng □ Thảo luận, giải đáp thắc mắc trình thực tập diễn nước bạn □ Thông báo nội quy, quy định thực tập nước Khác: ………………………… Trong trình thực tập, anh (chị) có liên hệ với phận tổ chức khơng? □ Có □ Khơng Nếu có, anh ( chị) liên hệ với phận tổ chức phương tiện ? □ Gặp mặt trực tiếp nước bạn □ Điện thoại trực tiếp □ Liên lạc qua internet (email, chat,…) □ Liên lạc qua thư Khác: ……………………………… 10 Sau thực tập, anh (chị) thấy nhược điểm khơng ? □ Có □ Khơng Nếu có, q trình thực tập cho anh (chị) thấy điểm yếu phần sau đây? □ Cách phát âm □ Khả từ vựng □ Cách soạn giáo án □ Khả truyền đạt □ Khả diễn đạt □ Khả quản lí lớp 67 68 11 Qua trình thực tập, anh (chị) thấy đồng nhất, khác văn hóa có ảnh hưởng đến việc thực tập hay khơng ? □ Có □ Khơng Nếu có, ảnh hưởng thể mặt nào? ……………………………………………………………………………………… ……………………………………………………………………………………… 12 Thái độ anh (chị) sau kết thúc đợt thực tập ? Vì ? □ Tự tin để trở thành giáo viên thực □ Chưa tự tin để trở thành giáo viên thực Vì : …………………………………………………………………………… 13 Theo anh (chị), sinh viên có cần thiết phải thực tập thêm Việt Nam khơng ? Vì ? □ Rất cần thiết □ Cần thiết □ Ít cần thiết □ Khơng cần thiết Vì : …………………………………………………………………………… 14 Trong trình thực tập, anh (chị) thầy cô hướng dẫn ? □1 □2 □3 □4 □ Nhiều Theo anh (chị), cần giáo viên hướng dẫn đủ ? □1 □2 □3 □4 □ Nhiều 15 Theo anh (chị), giáo viên hướng dẫn thực tập có thái độ trình hướng dẫn ? □ Rất nhiệt tình □ Nhiệt tình □ Khơng nhiệt tình □ Thờ Khác……………………………………………………… 68 69 16 Theo anh (chị), giáo viên hướng dẫn sử dụng phương pháp sau ? □ Làm mẫu □ Trao đổi □ Kiểm tra giáo án Khác……………………………………………………… 17 Anh (chị) có cảm thấy hài lịng hướng dẫn thầy/ hướng dẫn khơng ? □ Có □ Khơng Nếu có, bạn hài lòng điểm ? ……………………………………………………………………………………… ……………………………………………………………………………………… Nếu khơng, bạn khơng hài lịng điểm ? Phần : Những góp y cho cơng tác tổ chức khâu chuẩn bị cho việc thực tập 18 Theo anh (chị), để việc thực tập trường Đại học Thái Lan diễn cách thuận lợi đạt kết tốt nhất, nhà trường phải chuẩn bị thêm cơng việc ? ……………………………………………………………………………………… ……………………………………………………………………………………… 19 Theo anh (chị), để việc thực tập trường Đại học Thái Lan diễn cách thuận lợi đạt kết tốt nhất,.người thực tập nên chuẩn bị việc ? ……………………………………………………………………………………… ……………………………………………………………………………………… 20 Theo anh (chị), cách đánh giá GVHD thực tập phù hợp chưa ? Nếu chưa, cần điều chỉnh điểm ? ……………………………………………………………………………………… ……………………………………………………………………………………… 69 70 APPENDIX B: (ENGLISH VERSION) QUESTIONNAIRE Full name: …………………………………………….Male/Female:……………… Place of teaching practicum: ……………………………….……………………… Time: ……………………….…………………………………….……………… This questionnaire is used to get information from student teachers’ perceptions on teaching practicum at some Thai universities to improve the English teaching and learning process Your contribution is of great value to my research paper The data collected will be used in my research paper only, not for any purposes Please read the questions carefully and put tick  on your choice In some questions, you may tick more than one answer if necessary Part 1: Student teachers’ perception on teaching practicum In your opinion, is teaching practicum at high schools in gerneral and Thai universities in particular important? Why? □ Very important □ Important □ Not very important □ Not important at all Why? (Please specify)…………………………………………………………… In your opinion, what are the components of teaching practicum? □ Teaching skills □ Classroom management skills □ Preparation of lesson plans □ Being a form teacher Others: (Please specify)……………………………………………………… In your opinion, does the teaching practicum at at high schools in gerneral and Thai universities in particular need to have supervisor or cooperating teacher? □ Yes □ No If your answer is ―Yes‖, can you give your opinion on the role of the supervisor and cooperating teacher in teaching practicum by ticking the answer you choose: 70 71 □ Supvise how to teach □ Supvise how to observe class □ Supvise how to plan a lesson □ Monitor all the student teachers‘ activities □ Assess student teachers‘ performances □ Help the student teachers Others:(Please specify) ………………………………………………… In your opinion, where is considered to be the most appropriate place for teaching practicum to be taken place? □ At upper – secondary schools abroad □ At universities abroad In your opinion, who is responsible for assessing the student teachers‘ performances at Thai universities? □ Cooperating teachers at Thai universities □ Supervisor in HUCFL Others:………………………………………………………………………… Why? (please specify)…………………………………………………………… In your opinion, the performance of student teachers during teaching practicum can be marked based on which of the followings? □ Thai cooperating teacher‘s mark □ HUCFL supervisor‘s mark □ Teaching practicum report‘s mark □ Student teachers‘ attutude Others:…………………………………………………………………… Part 2: Student teachers’ evaluation on teaching practicum at some Thai universities In your opinion, how was the teaching practicum at some Thai universities organized? □ Very good □ Good □ Not much good □ Not good at all 71 72 Before the teaching practicum, which of the following acticities were carried out for student teachers? □ Notify clearly the time and place of teaching practicum □ Allow student teachers to choose the university in the light of their preferences □ Discuss and answer the questions about the process of teaching practicum at Thai universities □ Notify the regulations of the teaching practicum abroad Others: (please specify)……………………………………………………… During the teaching practicum, did you get in touch with the organizors at HUCFL? □ Yes □ No If your answer is ―Yes‖, how could you get in touch with them? □ Meet one another in Thailand □ Call directly from Thailand □ Get in touch through Internet (email, chat,…) □ Get in touch through letters Others:…………………………………………………………………… 10 After the teaching practicum, did you realise your own weaknesses? □ Yes □ No If your answer is ―Yes‖, which of the following weaknesses could you see in your own performances? □ Teaching methods □ Lesson planning □ Classroom management □ Communicative competence □ Pronunciation □ Lexical competence Others: (please specify)………………………………………………………… 72 73 11 During the teaching practicum, did you find the simailarities anf differences of the culture between two countries that could affect your own performances? □ Yes □ No If your answer is ―Yes‖, how did the the simailarities anf differences of the culture between two countries affect you? Please specify…………………………………… 12 After finishing teaching practicum, could you please tell me your own attitude towards becoming a teacher in the future? □ Feel confident to becaome a real teacher □ Not feel confident to become a real teacher 13 In your opinion, is it necessary for student teachers to teaching practicum again in Vietnam? □ Very necessary □ Necessary □ Not much necessary □ Not necssary at all Why? (please soecify)…………………………………………………………… 14 During your teaching practicum, how many cooperating teachers did you work with? □1 □2 □3 □4 □ More than In your opinion, how many cooperating teachers are considered to be appropriate for student teachers during teaching practicum? □1 □2 □3 □4 □ More than 15 In your opinion, which of the followings can be used to describe the enthusiasm of the cooperating teacher? □ Very enthusiastic □ Enthusiastic □ Not much enthusiastic □ Not enthusiastic at all Others: (Please specify) ………………………………………………………… 73 74 16 In your opinion, which of the following methods did the cooperating teachers use during teaching practicum? □ Class demonstration □ Disscussion □ Lesson plan checking □ Observation Others : (Please specify) ……………………………………………………… 17 Did you feel contented with the ways that the cooperating teachers carried out during teaching practicum? □ Yes □ No If your answer is ―Yes‖, could you please specify? …………………………… If your answer is ―No‖, could you please specify? ……………………………… Part 3: Student teachers’ suggestions for organization as well as preparation for an effective and meaningful teaching practicum? 18 In your opinion, in order to have the most successful teaching practicum at Thai universities, what should student teachers prepare? ………… …………………………………………………………………………… ……… ……………………………………………………………………………… 19 In your opinion, in order to have the most successful teaching practicum at Thai universities, what should be done more by the organizors at HUCFL? ………… …………………………………………………………………………… ……… ……………………………………………………………………………… 20 In your opinion, was the cooperating teacher‘s assessment appropriate? If your answer is no, what should be adjusted to make the role of cooperating teacher during teaching practicum more supportive? ………… …………………………………………………………………………… ……… ……………………………………………………………………………… THANKS FOR YOUR CONTRIBUTION 74 75 APPENDIX C INTERVIEW QUESTIONS Do you agree that teaching practicum at high schools in gerneral and Thai universities in particular is important? Why? In your opinion, what are the components of teaching practicum? In your opinion, how was the teaching practicum at some Thai universities organized? After finishing teaching practicum, could you please tell me your own attitude towards becoming a teacher in the future? Did you feel contented with the ways that the cooperating teachers carried out during teaching practicum? Why or why not? In your opinion, in order to have the most successful teaching practicum at Thai universities, what should student teachers, universitiy administrator prepare? 75