Kurdish EFL Students Teachers’ Practicum Experience: Some Basic Challenges


  • Barham Sattar Abdulrahman Department of English, College of Basic Education, University of Sulaimani Sulaimani, Kurdistan Region – F.R. Iraq




Teaching Challenges, Practicum, EFL, Supervision, Teaching, Learning, Evaluation


Abstract—The present study highlights the main challenges faced by EFL student teachers (STs) of the Department of English - College of Basic Education - University of Sulaimani during their teaching practice. To investigate the challenges, a closed-ended questionnaire is designed which consists of 20 items focusing on a variety of relevant issues of practicum experience. The questionnaire is given to 50 EFL STs and the collected data is statistically analyzed. The study hypothesizes that EFL STs might have serious challenges in their teaching at basic schools, which could be related to the lack of motivation of basic school students, shortage of practicum period, supervisors’ evaluation, and lack of teaching technology. These challenges are proved true after the analysis of the data. Based on the conclusions of this current study, it is recommended that Kurdish EFL STs should be familiarized with different aspects of teaching profession. To this end, the university stakeholders should design a specialized program for ST practicum and create a strong link with basic school programs. The conclusions and recommendations could be taken into consideration by the STs, university teaching staff, and basic school principals to overcome the challenges and improve the practicum process. Thus, the study could have potentially significant implications for the senior administrators of the Department of English, College of Basic Education deanery, and the University of Sulaimani presidency for addressing the main challenges of practicum faced by EFL STs.


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No Item Agree Neutral Disagree
1 Basic school teachers have used L1 and I cannot use L2 most of the time
2 Basic school students prefer traditional methods of learning/teaching
3 The practicum period is short (i.e., 45 days are not enough).
4 The classes are large; 40 (and above) students are in each class.
5 Basic school students are motivated to learn English
6 I am able to write a lesson plan.
7 I am able to explain all topics since I have an idea about the textbook.
8 I am able to design questions for course exam.
9 I have enough information about practicum experience.
10 The principal treats student teachers as a school teacher.
11 I thought that student teachers are neglected by the school manager.
12 The principal observes student teachers’ class to evaluate their teaching style.
13 I am aware of the evaluation criteria.
14 The supervisor provides sufficient feedback (written and/or spoken) on student teachers’ teaching style.
15 The supervisor visits the student teacher regularly.
16 The supervisor stays for an entire lesson period during the evaluation process.
17 The schools provide student teachers with teaching aids (CD player, projector, etc.)
18 There is a special room for English (e.g., English zone).
19 All basic school students have the student book, activity book, and teacher book.
20 I am able to use English while teaching.
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How to Cite

Abdulrahman, B. S. (2019). Kurdish EFL Students Teachers’ Practicum Experience: Some Basic Challenges. Journal of University of Human Development, 5(2), 13–19. https://doi.org/10.21928/juhd.v5n2y2019.pp13-19