Exploring the perspective of B.Ed. 4 years students on teaching practicum: a comparative study of public and private teacher educational institutes of Pakistan

Abstract

The research delves into the perspectives of students pursuing a four-year Bachelor of Education (B.Ed.) program, focusing on their viewpoints regarding teaching practicum within both public and private teachers' training institutions in Pakistan. The practicum holds significant importance as a cornerstone of teacher education, affording students the invaluable opportunity to apply their teaching competencies within a genuine educational setting. Despite its pivotal role, scant research exists concerning how B.Ed. students perceive practicum experiences in the Pakistani context. This study aspires to unearth these perceptions, with an additional goal of discerning any disparities between public and private teacher education establishments. To undertake this exploration, a qualitative research methodology was embraced. Semi-structured interviews were conducted with B.Ed. students enrolled in both public and private institutions. The outcomes of this study shed light on the shared belief held by students from both public and private schools: teaching practice is a pivotal phase within teacher training programs, serving as a catalyst for their growth and development. Notably, students attending private institutions displayed a higher level of contentment with the four-year B.Ed. curriculum compared to their counterparts in public institutions. Their satisfaction was rooted in a more conducive learning environment, superior faculty, and enhanced information technology support. Moreover, participants from both public and private institutions expressed a more favorable perspective on their teaching experiences within private schools, attributing this preference to the broader spectrum of resources and institutional support accessible to private school students. Additionally, the diverse student population in private schools contributes to a more enriched teaching experience. This study underscores the necessity for revisiting the teaching practicum framework to optimize its benefits for aspiring educators.