Learning Outcomes of the Practicum for Preparing Future Teacher: From Members’ Perspectives at the Faculty of Education, Zolten, University of Sabratha

Abstract

This research aims to identify the extent to which the intended learning outcomes of the Practical Education course are achieved within teacher preparation programs, from the perspective of faculty members at the Faculty of Education, Zolten, University of Sabratha. Since the purpose of the research is to determine the degree to which the intended learning outcomes of the Practical Education course contribute to preparing future teachers, as well as to identify the factors and shortcomings that may affect the effectiveness of the course in achieving its educational and professional objectives, the researchers adopted the descriptive-analytical method, employing a questionnaire as the primary tool for data collection due to its suitability to the nature and objectives of the study.

The research sample consisted of (50) faculty members, including (39) a master’s degree and (11) Ph.D. A questionnaire was designed and distributed among faculty members involved in teaching or supervising the course. The research instrument was divided into four main domains: cognitive outcomes, skill-based outcomes, affective and behavioral outcomes, and challenges and difficulties. The researchers distributed the questionnaires to the targeted faculty members, and after collecting the responses, the data were subjected to statistical analysis.

The results indicated that the faculty members expressed a high level of satisfaction with the cognitive, skill-based, affective, and behavioral outcomes. However, they also identified a set of challenges and shortcomings suggesting the existence of a gap between the planned and the implemented aspects of the course, with the need for continuous evaluation of the practical education program.