CHALLENGES FACED BY PRE-SERVICE TEACHERS DURING SCHOOL BASED TEACHING PRACTICUM

Abstract

This research explores the difficulties pre-service teachers have in the classroom and offers suggestions for enhancing their networks of support and training. Three hundred potential instructors applied in all; most of them were men, city people, and government employees. A statement-by-statement analysis revealed that instructional strategies were commended for encouraging self-reflection, creating successful lesson plans, and training future educators. Three main problems were found: capturing students' interest, providing engaging information, and adjusting to evolving educational demands. It is imperative that these concerns be addressed early in the teacher training process, as evidenced by the strong positive correlations found between the problems experienced by instructors and pre-service teachers. Additionally, demographic issues have a big influence on students' academic performance, which emphasizes how important it is to obtain expert assistance. Cross-cultural research, innovative teaching strategies, longitudinal studies, focused support interventions, cooperative partnerships, and policy advocacy are a few of the concepts. The aforementioned findings bear noteworthy significance for educational methodologies and policies that strive to enhance teacher readiness and support systems.