DIFFERENCE BETWEEN PREVIOUS UNDERSTANDINGS OF TRAINEE TEACHERS AND INSTRUCTIONS RELATING TO TEACHING PRACTICUM: A CASE STUDY

The research questions of the present study are related to (1) a difference between trainee teachers and supervisors in understanding the skills of micro-teaching highlighted in a typical teaching practicum and (2) how can the difference be reduced. The first question has been addressed based on the findings of the present case study and the second question has been addressed through a conceptual analysis based on the findings of a previous case study by Mitra (2019) and another by Sosibo (2014). The methodology adopted is qualitative in nature supported by conceptual analysis. Data have been collected relating to five identified skills for micro-teaching with the help of an open-ended questionnaire and unstructured interviews. The results of the present case study showed that the trainees had distinct difficulties in understanding the instructions of the supervisors. The final proposals include (1) the introduction of self-evaluation by the trainees as proposed by Sosibo (2014) on one side and (2) the introduction of psychology in the school curriculum along with its popularization as proposed by Mitra (2019) on the other. A significant number of the responding trainees of the present case study opined in favour of collaboration and interaction between the trainees and the supervisors along with the use of the concept attainment model. However, the opinions are subject to verification.