Pre-service beginning teachers' beliefs, expectations and other teacher preparation issues of the practicum

Abstract

This study examined the extent to which there were changes in pre-service teachers' beliefs, expectations and other teacher preparation issues over a four-year period at The University of Trinidad and Tobago (UTT). The study was guided by the conceptual framework of Calderhead and Shorrock (1997)-the personal, critical, academic, practical, and technical orientation-and compared pre-service teachers' reflections on these five components before and after their exposure to the practicum at the university. The participants in the study were 36 pre-service beginning teachers who were never exposed to any teacher training programme. There were 212 males and 24 females whose average age was 24 years. Data were collected through in-depth semi-structured interviews at the beginning and the end of the four-year period. The data analysis identified five categories consistent with the conceptual framework of the study: beliefs and expectations, mentorship support, resource adequacy, content and pedagogical knowledge, and adequate classroom experiences. The findings suggested there were some changes in pre-service beliefs and expectations and other preparation issues. There were also mixed messages from the beginning teachers with regard to adequate resources, mentorship support, and classroom experiences. Recommendations are made for the continuing professional development of these novice teachers