TAMAN BERKARYA 2 2019

y :
NOR ‘AZAH BT. ABD. AZIZ
JABATAN BAHASA
ISSUES,
CHALLENGES AND
THE EFFECT OF
PRACTICUM
SUPERVISIONIN
….
continuetion
from Series
1/2019
INSTITUTE
OF TEACHER
EDUCATION
SUGGESTIONS & IMPLICATION
Based on the practicum evaluation and students’
perception, these four parties should be working
together :
1. Practicum Unit / Faculty/ Department
In order to ensure the effectiveness of
practicum session, the Practicum Unit needs to have
clear, written, published policies regarding practicum
requirements for students and supervisors that are
readily available. Be thoroughly familiar with the
Practicum Guidelines handbook, especially the section
on Policies; follow due dates/deadlines in Practicum
Calendar. Practicum Unit should also consider
policies that promote bi-lingual/bi-cultural training
(that appreciate the strengths of supervisors and
students). On top of that, it could be better if
Practicum Unit could able to specifically train
upervisors in cultural competence. Do not assume
every supervisor is familiar with diversity issues. Do
not assume they are “open” to working with diverse
students. In addition, utilize Practicum unit with
supervisory experience or very experienced
supervisors as mentors or educators for new or less
able supervisors. It means that it could be better if the
Practicum unit have an identified faculty member to
go to for help (for ‘rentasan’ case and so on).
Accurately evaluate students (sometimes supervisors
are reluctant to gate-keep, the practicum unit needs to
lead). Often supervisors need support in documenting
a poor evaluation, even when it is very deserving.
2. Supervisor / Lecturer
Supervisor should work with the supervisee in
the learning process such as role modeling a
competency and develop the skill base. When
discussing about their problem where conducting the
class, the language is more realistic and meaningful.
The emphasis is on the trainee teachers working
together to achieve something through the use of
language, with the hope that this will encourage
positive transfers to real-life communicative needs.
Supervisors could also help supervisee to understand
the requirements of the programme (comprehensive
exams, taping, supervision, issues). Make them aware
of with current issues and their responsibility as a
trainee teachers. Ensuring that in the practicum,
trainee teachers are immersed in a culture of best
teaching practice. Thus, the supervisor should become
their role model and having lots of energetic and
fantastic idea/ strategies/ techniques to boost up the
trainees’ motivation. The most important thing,
supervisor should understand the supervisee’s own
liability and risks and manage them well without
undue anxiety (consulting, training, let them know
they are not alone). In addition, supervisor is also need
to provide weekly feedback to guidance teacher on
trainee teacher’s performance, and/or actively
participate in weekly supervision with Guidance
teacher and trainee teacher. This will be an impact to
trainee’s performance especially in teaching session
later on.
3. School & Guidance teacher
Guidance teacher or cooperative teacher has
his/her own role to develop trainee teachers. They
should spend their time to participate in evaluation
conference with trainee teacher’s and supervisor; add
own written comments and observations to evaluation
form. They should provide feedback to practicum
supervisor, and/or actively participate in evaluation
session with trainee teacher’s, practicum supervisor
and practicum faculty; help practicum supervisor to
develop Corrective Action Plan. Besides, they may
review with trainee teachers; may ask questions to
them to help promote development of their critical
thinking skills. Following instructions of practicum
supervisor in assignments that support the trainee
teacher’s learning objectives is also one of their
responsibilities.
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