English Language University Student-Teachers Challenges During Practicum in Iraqi Schools

Abstract

The purpose of this research is to investigate the diverse difficulties experienced by student-teachers who are studying to become English as a Foreign Language (EFL) teachers. The focus of this research is particularly concerned with the 'shock' experience for many student-teachers who go through the reality of the classroom once they have completed their theoretical studies at university, specifically the transition from idealized or theoretical instruction to the limitations imposed by institutions. The research is grounded in a comprehensive theoretical framework which allows researchers to understand how both environment and personal development interact in relation to each other. A descriptive quantitative research method was used to collect data from 405 final year student-teachers at the University of Kerbala using a validated 38-item Likert scale survey instrument. Statistical analyses indicated that although the majority of student-teachers reported sufficient administrative support (mean=3.51), there were several obstacles to student-teachers including physical school facilities (mean=3.07) and access to educational technology (mean = 3.28). The research found that although student-teachers had moderate levels of flexibility with regard to curriculum design, they experienced significant pressures in terms of providing differentiated instruction and managing time constraints for developing and implementing lesson plans. The research concluded that the successful completion of the practicum is dependent on the health of the host institution, where there is open communication and mentoring.