THE EXPLORATION OF PRE-SERVICE EFL TEACHERS’ CHALLENGES IN FIELD PRACTICUM

Abstract

This study investigates the challenges that six pre-service EFL teachers of a Bachelor of
Education (Sarjana Pendidikan) program experienced in conducting field practicum. This study
employs a qualitative research design, with a phenomenological approach. Data was gathered
through in-depth interviews. The interview data was then scrutinized and codified, respective
to emergent themes through thematic analysis procedures (Merriam, 1988 in Emilia, 2007,
p. 84). The findings showed that the pre-service teachers experienced challenges related to
lesson preparation, classroom management, and communication breakdown within their field
practicum. The study concludes with a recommendation and justification for teacher preparation
programs to provide pre-service teachers with: robust theoretical frameworks in order to design
instruction; practical experience in classroom management; profound knowledge of English
language; and activities that develop strong confidence in teaching. In addition, teacher
preparation programs are endorsed to formally inform mentor teachers regarding their roles
and responsibilities in the practicum.
Keywords: Pre-service teachers, teacher preparation programs, field practicum