Vol. 1(2) SEP 2011 - SAVAP International

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Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 from the school. All the students going on teaching practice should attend teaching practice programs. (Macharia and Wario: 1994, P/8). One of the principles of learning is to know the learners and start working with them. Student teacher is deeply concerned about knowing the situation in which he/she will work and the people with whom he / she will associate. He/she has also concern to know about the curriculum plans of school. Student teacher will need to become familiar with the particular units of work in which the pupils be engaged when he / she begins his/her student teaching. The concept involved and the instructional material being used. Another whole area of concern is his / her relations to other staff members and the school administration to parents and school community. Students must know: School calendar, school hours, Reporting accidents, first aid service, health services, Playground rules, Lost and found articles, Duties of safety patrol, Passing in corridors, ground movement within the building, Use of library, auditorium, gymnasium, audio-visual materials, Use of duplicating equipment, requisitioning supplies and equipment, Testing program, Testing program, Teachers meeting, other professional and in-service meetings, Teachers library, Parent – Teachers meeting, Report to Parent, Central Record Office, Supervisory policy, principal central office personnel, Reporting pupil and teacher absence, Special school services, store, bank etc. (Stratemeyer and Lindsey: (1969, P/205). Stratemeyer suggested a few tasks for students, which are as follows: a) To observe the work of other teachers (cooperating teachers) and of classes other than the one with which he / she is concentrating, b) To participate in all school projects in the total program of an educational unit and to develop a feeling for the responsibility and get the feel of the teachers work load, c) To participate in planning for and presenting school assembly programs, d) To observe the work of several clubs of different types and to share in the responsibility for guidance of and of special interest to him / her or to which he / she brings special competence, e) To study how administration affects teaching and teachers. To get a picture of the activities of school administrators a student might spend two or three days working full time with the school principal. It is important that the students do more than sit passively in an office and watch people come and go, f) Attending the regular faculty meetings in school. The nature of the meeting, its purposes and probable procedures and one’s planning for contributing to the discussion at hand, g) Include to getting the responsibility for the guidance of pupils in dealing with their personal and education problems. (Stratemeyer: 1969, P/84). Whereas Johnson and Deprin recommended the following tasks of students teachers: a) Observe the teaching procedures followed by the cooperating teacher, taking note of the general routine, b) Become familiar with available instructional materials, c) Make a special effort to become acquainted with the pupil’s learning as many names as possible, d) Identify areas in which plans can be made for immediate participation with individual or small groups, e) Acquire background information on the pupils with whom he will be working, f) Attaining an understanding of school situation; the school program, physical surrounding and facilities and the responsibilities of the teacher to the school, community and profession, g) Obtaining experience in performing satisfactorily the routine tasks, which are normally the responsibilities of classroom teacher, h) Engaging in a wide range of professional activities like using available instructional media, arranging bulletin board, classroom and management, keeping attendance register etc, i) Making daily plans and unit plans. (John and Deprin: 1971, P/29-31). Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 312
Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 OBJECTIVE OF THE STUDY The followings were the objectives of the study: 1. To know the preliminary arrangements made by the supervisors for the students before the commencement of teaching practice. 2. To collect the information regarding the assistance of the supervisors, Headmistresses and concerned class teachers to prospective teachers. 3. To enlist the problems faced by the prospective teachers during class room teaching. 4. To highlight the need of teaching practice in different subject. 5. To present the suggestions for further studies. SIGNIFICANCE OF THE STUDY The study would provide useful information about the actual practice of the supervisors towards the training of the students. The study would reveal the problems faced by the students during the teaching practice. It would provide useful information for the improvement of the system of teaching practice. PROCEDURE OF THE STUDY It was a descriptive study. The survey technique was used for the collection of data. B.Ed students from teacher training institutions of Lahore constituted the population of the study. Through convenient sampling hundred students were selected. A questionnaire comprising thirty five items was prepared. The questionnaire had only closed questions. It questionnaire was distributed to the selected students by the researcher. After getting the responses from the students the data was tabulated and analyzed in the form of tables. On the basis of analysis of data, findings and conclusion were drawn and recommendations were made. The questionnaire was personally administered by the researcher to the entire respondent included in the sample. Almost all the students were cooperative except a few. A brief introduction about the purpose and nature of the questionnaire was made before the distribution of the questionnaire. Each respondent was given a reasonable time limit to tick mark question. The collected data had been tabulated form. Responses to each question were recorded in percentage of each response was calculated and presented in tabular form. ANALYSIS OF DATA The purpose of the study was to get information about the problems faced by the prospective teachers during teaching practice. The study was of descriptive nature. Survey method was used for getting data. A questionnaire comprising 29 items was prepared and administered to one hundred B.ED students of University of Education, Lahore. The data was collected, arranged and analyzed. Simple percentages were used as the standard measure of statistics. FINDINGS Following findings were prepared as a result of analysis of data: • 85% the respondents were sent for teaching practice under proper planning. • 45% of the respondents were consented before sending them for teaching practice. Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 313
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Vol. 1(2) SEP 2011 - SAVAP International

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