Teaching Practicum in Ghanaian Basic Schools: Exploring the Experiences of Student Teachers in Colleges of Education

Abstract

The teaching practicum within the context of initial teacher education represents a pivotal medium for effecting the transition of student teachers from theoretical knowledge to practical application in the classroom. Notwithstanding its central role in the professional development of student teachers, empirical evidence on the perceived impact of teaching practicum on student teachers’ attitudes, professional skills, and associated challenges is underrepresented, especially in the global south, including Ghana. Using a qualitative study approach, this study draws on a focus group discussion conducted with 120 student teachers in 15 colleges of education in Ghana. The findings showed that student teachers developed positive attitudes towards teaching by recognising the need to respect diversity, act as change agents/role models and promote positive professional relationships. In addition, the participants reported a positive impact of the practicum on their pedagogical skills as well as their leadership and collaborative skills. Despite these perceived positive impacts, student teachers encountered several challenges, which were categorised into three levels: partner school, supervising tutors and mentors. The findings highlight ways in which the challenges could be addressed to maximise the benefits associated with teaching practicums.