BACHELOR OF TEACHING (PRIMARY

EDUCATION) – BTPE
HBEF4609 PRACTICUM: PRACTICUM GUIDELINE
COURSE LEADER: NORAZZILA SHAFIE
norazzila@oum.edu.my
+60378012190
 1. Introduction

This Practicum Guide provides information for student-teachers, co-teachers,

supervisors and heads or principals. Commonly, the practicum is conducted after the
completion of all the other courses of specific Bachelor of Education Programme.

The aims of the Practicum are:

• To give student-teachers an opportunity to learn how schools are managed

and organised.
• To give student-teachers an opportunity to integrate teaching-learning
theories with the practice of teaching.
• To provide a context for professional growth by developing problem solving
skills within an instructional setting.

2. Practicum Focus Area

Student-teachers are required to observe and garnered information based on the

four main areas such as management, curriculum, infrastructure, and journal
reflection. Refer to Table 1.

Table 1: Management, curriculum, infrastructure, and journal reflection

Management Curriculum Infrastructure Journal reflection

1. Related General Order
2. Attendance of teachers /
administrative staff /
students
3. School Calendar
4. Students’ profile/
demography
5. Curriculum planning and
implementation
• Record Books for
Teachers
• Syllabus
• Textbooks
6. Organisations such as
the Parent-Teacher
Association / School
Management Board and
the Disciplinary Board.
7. Finance / expenses
(optional)
8. Staff meetings
9. Organisational structure
10. Functions of
management staff
A. Core Subjects 1. Review the • Daily after each
1. Timetable following: lesson
2. Syllabus • Area / size and • Weekly (only one
• Lesson plan location per week)
• Teaching notes • Physical
3. Classroom process arrangement
4. Influence of • Furniture and
environment and school equipment
climate on curriculum
implementation 2. Describe resources/
other services
B. Teaching and available:
Learning Resources • Operation Room
1. Types of teaching- • Telephone
learning resources
• Suggestions box
2. Usage / suitability of
• Treatment Room
resources
3. Effectiveness of • Learning Corner
dissemination and use
4. Observation of
curriculum committee
meetings
C. Co-Curricular
Activity
1. Associations / clubs
2. Sports / games
3. Uniformed units
4. Co-curricular
organisation

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3. Practicum Hours

Students must adhere to the number of teaching hours. Refer to Table 2.

Table 2: Practicum Hours

Number of Number of hours Teaching Placement

Mode practicum per week (hours)
duration
(weeks)

1 8 9 or more
Registered Private or
Government Primary
2 12 6 or more School

Please note that student-teachers are not allowed to teach in in any tuition centres or
enrichment centres for your practicum for this programme. Public holidays or
examination week is not considered as teaching and learning week and you need to
extend your practicum week.

4. Student-teacher Teaching Observation

Co-teacher and OUM supervisor will observe the student-teacher based on the OUM
stipulated requirements. Refer to Table 3.

Table 3: Number of Teaching Observation

Mode Teaching Personnel for Number of

experience supervision observation
(times)
1 More than two Co-teacher 1
years’ teaching
experience Supervisor 2

2 Less than two years’ Co-teacher 2

experience or no
teaching experience Supervisor 3

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5. School Orientation Programme (SOP)

The SOP provides early exposure to the school environment which provides
opportunities for student-teachers to understand the educational setting through
activities particularly in teaching and learning. During the SOP, student-teachers will
have the opportunity to observe and interact with school administrators, teachers and
students. Student-teachers will also be able to observe student behaviour, the actual
classroom teaching conducted by school teachers and the overall management of the
school. Through information-gathering tasks and self-reflection, it is hoped that
student-teacher is able to apply pedagogical theory into his/her teaching practice.

The following is the SOP guidelines for student-teachers:

(a) Establish good relationship with the wider school community.
(b) Carry out school general observation and make notes based on the practicum
schedule guidelines.
(a) Communicate and interact well with school community in a professional manner.
(b) Discuss, observe and assist teachers in the classroom.
(c) Be involved in school co-curricular activities if it is feasible.
(d) Demonstrates the professional values, commitment and responsibilities as a
teacher.
(g) Commence portfolio documentation.

6. Practicum Schedule

Student-teachers will adhere to the practicum schedule.

Table 4: Mode 1 Practicum Schedule

Week Practicum process Portfolio documentation

1 • Report to school • Timetable
headmaster • Housekeeping
• School Orientation • SOP report
Programme (SOP)
• Journal entry
2 • SOP • SOP report
• Journal entry
3 • Classroom teaching • Lesson plans
• First observation by • Teaching materials (examples)
co-teacher • Completed Observation Form by
co-teacher
• Portfolio documentation
• Journal entry

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 4 • Classroom teaching • Lesson plans
• First observation by • Teaching materials (examples)
OUM appointed • Portfolio documentation
supervisor
• Completed Observation Form by
OUM supervisor
• Journal entry
5 • Classroom teaching • Lesson plans
• Teaching materials (examples)
• Journal entry
• Data entry
6 • Classroom teaching • Lesson plans
• Teaching materials (examples)
• Journal entry
• Data entry
7 • Classroom teaching • Lesson plans
• Teaching materials (examples)
• Journal entry
• Data entry
8 • Classroom teaching • Lesson plans
• Final observation by • Teaching materials (examples)
OUM supervisor • Completed Observation Form by
• Submit completed OUM supervisor
portfolio to OUM • Journal entry
• Appendices
• Completed sign-off form
• Completed portfolio

Table 5: Mode 2 Practicum Schedule

Week Practicum process Portfolio documentation

1 • Report to school • Timetable
headmaster • Housekeeping
• School Orientation • SOP report
Programme (SOP)
• Journal entry
2 • SOP • SOP report
• Journal entry
3 • SOP • SOP report
• Journal entry
4 • SOP • SOP report
• Journal entry

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5 • SOP • SOP report
• Starts of Portfolio documentation
• Journal entry
6 • SOP • Final SOP report
• Journal entry
7 • Classroom teaching • Lesson plans
• First observation by • Teaching materials (examples)
co-teacher • Completed Observation Form by
co-teacher
• Portfolio documentation
• Journal entry
8 • Classroom teaching • Lesson plans
• Teaching materials (examples)
• Journal entry
• Data entry
9 • Classroom teaching • Lesson plans
• Second observation • Teaching materials (examples)
by • Completed second Observation
Co-teacher Form by co-teacher
• Portfolio documentation
• Journal entry
10 • Classroom teaching • Lesson plans
• First observation by • Teaching materials (examples)
OUM appointed • Portfolio documentation
supervisor
• Completed Observation Form by
OUM supervisor
• Journal entry
11 • Classroom teaching • Lesson plans
• Teaching materials (examples)
• Completed third Observation Form
by co-teacher
• Journal entry
12 • Classroom teaching • Lesson plans
• Final observation by • Teaching materials (examples)
OUM supervisor • Completed Observation Form by
• Submit completed OUM supervisor
portfolio to OUM • Journal entry
• Appendices
• Completed sign-off form
• Completed portfolio

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7. Attendance Sheet

Student-teachers are required to maintain a record of their attendance. Student-

teachers should use copy the attendance sheet appended (please use attendance
sheet provided in HBEF4609_ Appendix 2) and follow the instructions printed on the
sheet. Attendance sheets should be included in the practicum portfolio file.

8. Daily Lesson Plan Format

Student-teachers are required to prepare lesson plans and learning materials in advance.
Provide a copy of the lesson plan to the co-teacher and supervisor before the observation
starts. Refer to Table 5 for the lesson plan format. (or refer to HBEF4609_ Appendix 3)

Table 5: Lesson plan format

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9. Student Feedback Form

At the end of every lesson, student-teacher is encouraged to get students feedback.

Student-teacher should compile these forms and provide some examples (10-15
feedback form) from different lessons in the portfolio. There is separate feedback
form for primary, secondary or other teaching institution. See Student Feedback
Form in HBEF4609_Appendix 4.

10. Reflective Journal

Reflective practice advocates teaching by creating opportunities that allow student-

teacher to think about their learning, their own lives, and their surroundings. The
process illustrates problems, misunderstandings, and confusions and assists to
identify new development, independence, and responsibility for learning (Strong,
Silver & Perini, 2001). Thus, when student-teacher reflects his/her learning, student-
teacher will translate their discoveries of learning into plans for improvement. The
main idea is to show learner how to transfer their thinking into writing, it is not
necessarily a polished writing. Reflective journal brings additional insight into how
student-teacher values their own learning and progress. (Refer to
HBEF4609_Appendix 5)

11. Practicum Portfolio Submission

At the end of the practicum, student-teacher is required to submit their portfolio to OUM.
The practicum portfolio should be well-organised and documented. The portfolio content
should include the SOP report, lesson plans, teaching materials, supervisors’ and co-
teachers’ feedback and observation forms (HBEF4609_Appendix 6), self-reports,
personal (reflective) journal entries, learner feedback forms as well as photographs of
school activities and samples of students’ work.

12. Practicum closure: Sign-off Form

Learner should get the completed practicum sign-off form signed and stamped by the
school or institution authority after the practicum finishes.

Practicum sign-off guidelines:

(a) Student-teacher should present all documents related to the SOP and
teaching practicum to the co-teacher and supervisor. When these documents
are completed, the Practicum Sign-off Form should be signed by the teaching
institution authority.
(b) Student should acknowledge the completion of the portfolio to the co-teacher
and the supervisor.
(c) The co-teacher forwards the Practicum Sign-off Form to the school head/
principal or the head of teaching institution to be approved.
(d) The approved Practicum Sign-off Form should be compiled in the portfolio.
Refer HBEF4609_Appendix 7.

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13. Student-teachers’ Assessment in Practicum

The student-teacher’s practicum performance will be assessed as follows:

Assessment Marks (%)

Teaching Co-teacher 20
Observation
OUM Supervisor 30
Reflective Journal 20
Portfolio 30
Total Marks 100

14. Practicum During COVID-19

Refer to HBEF4609_Appendix 8.

-End-