NAVIGATING THE CHALLENGES AND PROSPECTS OF TEACHING PRACTICUM: A SELF-REFLECTIVE JOURNEY OF PROSPECTIVE TEACHERS

Abstract

This study explores the challenges and prospects experienced by prospective teachers during their self-reflective journey in the teaching practicum. The primary objective was to examine how engagement in structured reflective practices specifically teacher and peer observations and self-reflective dialogue journals shaped their pedagogical understanding and professional growth. The central research question guiding this inquiry was: How do prospective teachers experience and interpret their self-reflective journey during teaching practicum in terms of challenges and developmental outcomes? Using a qualitative case study design, data were collected through semi-structured interviews with six prospective teachers who participated in a teaching practicum. Thematic analysis revealed that participants initially encountered challenges such as limited time for reflection, peer dynamics, classroom diversity, integration of technology and difficulty in linking theoretical concepts with classroom realities. Over time, however, they reported positive transformations including enhanced confidence, adaptability, critical thinking, and professional identity formation. The study concludes that reflective practices act as catalysts for professional maturity and deeper pedagogical insight. It recommends embedding systematic reflective frameworks guided journaling, mentoring, and peer dialogue within teacher education programs to foster sustainable reflective habits and bridge the theory–practice gap in teacher preparation.