1.0 Background Information
A practicum can be defined as a practical study program for the student-teachers in which they participate in the actual professional activities with a view to gain experience in the field of practice. As such, it provides them with an opportunity to apply conceptual knowledge obtained in class with the professional realm.
2.0 Beliefs of Pre and Post Practicum
Pre practicum beliefs refer to the convictions the student-teacher may have in regard to various aspects of the teaching career before undertaking the practicum. On the other hand, post practicum believes refer to the convictions held after the practicum is undertaken. Indeed, it is evident that these two sets of believes are essentially different.
2.1 Differences in Believes Regarding the Nature of Language
In pre practicum believes, the student- teachers believe that English is mainly a tool used for communication. However, this belief changes after the practicum so that the student teacher adopts a different orientation that language is related and intertwined with other social aspects such as culture (Ioana – Claudia 160). In addition, the students believe that oral language is more essential than the written language before taking part in the practicum. After taking the practicum, they adopt a perspective to the effect that both oral and written components are crucial in a learning environment such that none is superior to the other.
2.2 Beliefs on Teaching Goals
Before the practicum, the student teachers believe that the main aim of teaching was to ensure that students were fluent in English as opposed to ensuring proficiency in the written grammar. In addition, they hold the opinion that a teacher is practically an instructor who merely provides guidelines to follow. However, after the practicum, the belief shifted to the fact that both written and oral language should be learned at pace with each other and in a gradual manner. In addition, the students embrace the essence that the role of a teacher is to motivate student, facilitate learning, innovate new ways of teaching as opposed to just giving instructions (Many 154).
Works cited
Ioana - Claudia, Horea. "Arousing Non-Philological Students' Interest In Learning A Foreign Language." Annals Of The University Of Oradea, Economic Science Series 22.2 (2013): 159-166. Business Source Complete. Web. 18 Apr. 2016.
Many, Joyce. "Profiles Of Three Preservice Esol Teachers' Development Of Instructional Scaffolding." Reading Psychology 30.2 (2009): 148-174. Academic Search Premier. Web. 18 Apr. 2016.
