International Online Journal of Educational Sciences,

2010, 2 (2), 339-361

Teaching Practice: Problems and Issues in Pakistan

1 2 3
Aijaz Ahmed GUJJAR , Bushra NAOREEN , Saifullah SAIFI
4
and Muhammad Jamil BAJWA

Abstract

Teaching practice is the most important part of teacher training programme. It should be the central pivot of
the professional training. Good and effective teaching is an achievable art, but hard work, patience and
struggle is needed for it. Teaching practice is the practical aspect of teacher training and it is an assortment of
factual and dramatic characteristics. During the teaching practice student teachers find an opportunity to use
the acquired knowledge, especially in the areas of psychology, teaching methods, teaching principles and
teaching techniques. During teaching practice student teachers are like apprentices to acquire skills. Teaching
practice is a valuable opportunity, where student teachers are in a position to increase their knowledge, do
experiments on the basis of acquired knowledge and to solve the problems related to teaching. Student
teachers which are on teaching practice, if they are aware about their lacking experience and need of more
learning, as well as willing to learn and gain, then they can learn practically much more from experienced
teachers and teacher educators. During teaching practice, it is not only that they have opportunity of
teaching but they also have the opportunity to observe inside and outside of the classroom. In this
connection data was collected from 650 student/prospective teachers who have completed their teaching
practice and it was found that in Pakistan teaching practice is not taken seriously and many interesting
findings were found in this regard.

Key Words: teaching practice, problems, issues, Pakistan

Introduction

Practice teaching occupies a key position in the programme of teacher education. It is a

culminating experience in teacher preparation. It provides opportunity to beginning

teachers to become socialized into the profession (Furlong et.al, 1988). Performance during

practice teaching provides some basis for predicting the future success of the teacher.

Outgoing popularity and centrality of practice teaching is an important contributing factor

towards the quality of teacher education programme. During practice teaching working

with students in schools provides a high degree of emotional involvement mostly of a

1
Federal College of Education H-9, Islamabad, Pakisatn,seek_to_learn@yahoo.com
2
G C University, Faisalabad,Pakistan
3
The niversity of Gujrat, Pakistan
4
Federal College of Education H-9, Islamabad, Pakisatn
2010 International Online Journal of Educational Sciences ISSN: 1309-2707
 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI & Muhammad Jamil Bajwa

positive nature. Student teachers feel themselves grow through experience and they begin
to link to a culture of teaching. During practice teaching, they feel engaged, challenged
and even empowered (Trowbridge and Bybee, 1994; sharafuddin, and Allison, 1969).

Definitions of Teaching Practice

A number of terms such as the practice teaching, student teaching, teaching practice, field

studies, infield experience, school based experience or internship are used to refer to this

activity (Taneja, 2000). The term practice teaching embraces all the learning experiences of

student teachers in schools (Ashraf, 1999). The term practice teaching has three major

connotations: the practicing of teaching skills and acquisition of the role of a teacher; the

whole range of experiences that students go through in schools; and the practical aspects

of the course as distinct from theoretical studies (Stones and Morris, 1977).

Teaching practice is the name of the preparation of student teachers for teaching by
practical training. It is the practical use of teaching methods, teaching strategies, teaching
principles, teaching techniques and practical training and practice / exercise of different
activities of daily school life.

Objectives of Practice Teaching

According to Akbar (2002) Following are the objectives of practice teaching:

1. To provide the prospective teachers with an opportunity of establishing an appropriate

2. To provide an opportunity for evaluating the student potential as a teacher and

3. To develop personal relationship with others: administrators, teachers, parents and

4. To provide the future teacher with practical experience in school to overcome the
problems of discipline and enable him / her to develop method of control.

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International Online Journal of Educational Sciences, 2010, 2(2), 339-361

5. To provide with an opportunity to put theories into practice and to develop a deeper
understanding of educational principles and their implication for learning.

6. To enable the student teachers effectively to plan and prepare lessons.

7. To develop skill in the use of fundamental procedures, techniques and methods of

8. To develop desirable professional interests, attitudes and ideas relative to teaching

9. To enable student teachers to acquire desirable characteristics / traits of a teacher and

10. To provide student teachers with an opportunity to have teaching evaluated and to
gain from the benefits of constructive criticism.

11. To provide an opportunity for self evaluation and to discover own strengths and
weaknesses.

12. To develop skills in future teachers related to teaching like fluent speaking, meaningful
reading, using blackboard and other teaching material.

13. To provide an opportunity to liaison with school environment, its functioning and with
community and its resources.

14. To provide for the exchange of ideas and methods between practicing school and

teacher training institution, by teacher training institutions staff and students, perceiving
new ideas material and equipment in use in practicing schools and introducing new ideas,
material and equipments into the school.

Stages in teaching practice

Following are the stages in teaching practice

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 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI & Muhammad Jamil Bajwa

Primary Stage

It is necessary to make a trip of student teachers to that particular school, where they are

going for practice teaching. The main aim of this tour is to see the concerned head teacher,

class teachers and school staff in order to acquire information about school and its

environment. Student teachers must observe the teaching methods of school, methods of

concerned class teacher, copies or notebooks of the students and their usual routine. On

return from the tour student teachers must have the details about scheme of studies, age of

the students, strength of the class, abilities and specific problems of the students, timing of

the school, textbooks and teaching aids.

Preparation of Lesson

For the preparation of lesson student teachers must know the subject, the relevant books
and audio visual aids which he / she is going to teach. Well prepared lecture gives
confidence to the teacher in the class. Student teachers and supervisor can reform the
teaching learning process after its evaluation.

Qualities of a Good Lesson

A good lesson has the following qualities:

I. Lesson planning should be in complete detail.

II. Lesson should be interesting.

III. Effective and timely use of teaching methods and teaching aids.

IV. Student should be ready for learning.

V. Students should be involved practically in teaching learning process.

VI. Lesson should be taught in professional and friendly environment.

VII. All students should be given same attention by keeping in view their individual
differences.
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International Online Journal of Educational Sciences, 2010, 2(2), 339-361

prospective teachers before going to practicing schools. The supervisors neither indicated

shortcomings in the lesson plan nor did they assess practically each lesson of the

prospective teachers on daily basis. Objectives of teaching practice were not prepared

properly and supplied to all the concerned in writing. Before commencing the teaching

practice, orientation was not given to prospective teachers and the concerned staff, where

they could be able to share the ambiguities regarding procedure, manual and evaluation

process. Time table/schedule of the teaching practice was strictly followed by the

departments/institutions but evaluation and supervision criteria were not up to the mark.

The interest and choices of the prospective teachers were not considered while assigning

the period and timetable during the teaching practice. Feedback from the participating

school, administration, supervisors and prospective teachers was not taken so the practice

could not play an effective role to develop confidence, vision and competency in the

prospective teachers.

Recommendations

Rules and regulations of teaching practice should be defined by the institutions before the

student teachers go for teaching practice. It will not only help the student teachers but also

the supervisors to achieve the predefined targets. Specific teachers should be appointed by

the concerning departments to observe teaching of student teachers so that they may stay

whole day in school to check the activities of the students and comment honestly.

Orientations should be given to the student teachers before teaching practice so prepare

them mentally for the challenges coming in their way during teaching practice. Teaching

practice should be given proper weight age. Students should be informed before hand the

process of evaluation of teaching practice so that the teacher students may try their best to

improve their performance consciously. It seems that student teachers are not satisfied

with their time table and periods during their teaching practice. Institutions should

properly contact schools before starting teaching practice and set their time table according

to students choice other wise students should be prepared accordingly. It would be a good

practice if institutions develop permanent sort of links with some specific schools to adjust

their students instead of selecting schools haphazardly to improve this

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 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI & Muhammad Jamil Bajwa

practice and to make it more effective. School administration can be cooperative if it finds

some kind of incentive in it for their school otherwise it might think that student teachers

are there only to disturb the school. Feedback from student teachers regarding the

problems faced by them in schools should be considered important to improve the practice

for next time. Institutions should try to fill the gap between theory and practice because

some times the situation in schools is different to that taught to the students in theory so to

save the student teachers from any sort of bewilderment.

References

Akbar, R.A. (2002).A study of Teaching practice of Prospective Secondary School Teachers and
Development of a Teaching practice Model, Arid Agricultural University, Rawalpindi
(Unpublished PhD Thesis).

Ali Murtaza, (2005). Comparative Study of Practice Teaching in Formal and Non formal Systems
and Development of a Model, Arid Agricultural University, Rawalpindi (Unpublished
PhD Thesis).

Brwn, P.D. & Brown N.R. (1990). Effective Teaching Practice. Stanley Thornes, England

Cohen, A. & Carver, N. (1970). A Students Guide to Teaching Practice. University of London
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Cohen, L. & Manion, L. (1983). A Guide to Teaching Practice. Methuen, London.

Government of Pakistan (1998). National Education Policy 1998-2010, Ministry of Education,

Government of Pakistan (2003). Education for all 2001-2015, Ministry of Education,

Furlong, V.J.; P.U. Hirst and K. Pocklington. (1988). Initial Teacher Training and The Role of the
School. Open University Press, Philadelphia.
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International Online Journal of Educational Sciences, 2010, 2(2), 339-361

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