Abstract
The current study is to explore the effect of reformed teaching practicum on the professional development of prospective teachers in terms of their pedagogical beliefs and skills. The major research question was, „do the pedagogical beliefs and skills of prospective teachers change through following the guidelines of reformed teaching practicumgiven by USAID, teacher education project?‟For the purpose, 28 students of B.Ed (Hons) at University of Gujrat were selected as sample of the study. Three tools i.e. a „Teachers‟ belief inventory‟, classroom observation and an interview protocol were administered to collect the data. It is concluded that visiting the schools by prospective teachers their beliefs about overall environment, discipline and behavior of the teachers in the school was slightly changed positively. In the same way regular triad meetings, weekly conferences, daily meeting with cooperative teachers, and supervised classroom teaching have a strong effect on the pedagogical beliefs and skills of the prospective teachers. It is recommended that the school administration may be more legally bound to facilitate the prospective teachers for completion of teaching practicum to make it more quality oriented component of teacher education.
Saifullah Saifi. (2013) Effect of Reformed Teaching Practicum on Professional Development of B.Ed (Hons) Prospective Teachers, Bulletin of Education & Research, Volume 35, Issue 2.
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