Field Teaching Practicum Problems Experienced by Science and Mathematics Students and Their Attitudes toward Teaching Profession at Najran University

Yahea Ali Fagihi^1, and Hassan Shawky Aly²

¹Curricula & Teaching Methods of Science, College of Education, Najran University

²Curricula & Teaching Methods of Mathematics, College of Education, Najran University and Minia University

Cite this paper:
Yahea Ali Fagihi and Hassan Shawky Aly. Field Teaching Practicum Problems Experienced by Science and Mathematics Students and Their Attitudes toward Teaching Profession at Najran University. American Journal of Educational Research. 2018; 6(3):201-209. doi: 10.12691/education-6-3-7

Abstract

The current study aims to investigate the problems of field practicum at the College of Science and Arts at Najran University from science and mathematics students' perspective and to measure their attitudes toward teaching profession. To achieve this aim, a questionnaire of field teaching practicum problems and a scale of student teachers' attitudes toward teaching profession were prepared. The sample consisted of (123) male and female students of science and mathematics departments enrolled in the field practicum course. The study concluded that during field training, students face (21) problems distributed to four domains: cooperating school administration, academic supervisor, teaching skills of trainee student, and the trainee student’s personality. There is a statistically significant difference in the problems of cooperating school administration and teaching skills due to gender variable in favor of female students. There is a statistically significant difference in the problems of cooperating school administration due to specialization variable in favor of mathematics students. There is no statistically significant difference due to specialization variable in the other domains and problems as a whole. There is no statistically significant difference in the problems facing students due to the cumulative average variable. The sample responses to the attitude scale toward teaching profession reach an average agreement of (3.75), which indicates that the sample has positive attitudes toward teaching profession.There is no statistically significant difference on the attitude scale toward teaching profession as a whole or its domains due to gender or cumulative average variables. There is a statistically significant difference in the responses of the sample to the attitude scale toward teaching profession due to specialization variable in favor of science specialization.

Keywords:
practicum problems attitude toward teaching profession

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