STUDY GUIDE

HPGD4606
Practicum

Copyright © Open University Malaysia (OUM)

STUDY GUIDE HPGD4606 Practicum

STUDY GUIDE
HPGD4606
Practicum

Prepared by: Rosinah Mahmood

Assoc Prof Hazidi Abdul Hamid
Cik Norazlina Mohamad
Teo Hui Thian
Assoc Prof Dr Norlia T. Goolamally
Kuldip Kaur
Teh Lai Ling
Open University Malaysia

Developed by: Centre for Instructional Design and Technology

Open University Malaysia

First Edition, August 2019

Copyright © Open University Malaysia (OUM), August 2019, HPGD4606
All rights reserved. No part of this work may be reproduced in any form or by any means
without the written permission of the President, Open University Malaysia.

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STUDY GUIDE HPGD4606 Practicum

VISION
To be the leading provider in flexible learning.

MISSION
To enhance the accessibility of quality education and provide lifelong learning
opportunities by leveraging on technology, adopting flexible modes of learning
as well as providing a conducive and engaging learning environment at
competitive and affordable cost.

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STUDY GUIDE HPGD4606 Practicum

Contents
Part One: Introduction ................................................................................. 5
1.1 Introduction................................................................................ 5
1.2 Rationale ................................................................................... 5
1.3 Aim ............................................................................................ 5
1.4 Course Learning Outcomes ...................................................... 5
1.5 Practicum Parameters ............................................................... 6
1.6 Practicum Modes ....................................................................... 6
1.7 Important Terms ........................................................................ 6

Part Two: Practicum Procedures ............................................................... 8

2.1 School Orientation Programme (SOP) ...................................... 9
2.2 Practicum Schedule ................................................................ 10

Part Three: Roles and Responsibilities ................................................... 11

3.1 Principal or Head of Institution ................................................ 11
3.2 Co-Teacher ............................................................................. 12
3.3 Supervisor ............................................................................... 12
3.4 Student-Teacher ...................................................................... 13
Appendix A ....................................................................................... 14

Part Four: Practicum Focus Areas Based on Programmes ................... 16

4.1 Postgraduate Diploma in Teaching (PGDT) ............................ 16
HPGD4606 Practicum
4.1.1 Practicum Focus Areas .............................................. 17
4.1.2 Teaching Hour Requirements Based on Modes ........ 19
4.1.3 Teaching Lesson Supervision .................................... 25
4.1.4 Lesson Plan ............................................................... 25
4.1.5 Reflective Journal....................................................... 28
4.1.6 Writing Reflective Journal .......................................... 29
4.1.7 Student Feedback Form............................................. 30
4.1.8 Practicum Portfolio Submission ................................. 30
4.1.9 Practicum Closure: Sign-off Form .............................. 31
4.1.10 Portfolio Submission .................................................. 31
4.1.11 Student-Teacher Practicum Assessment ................... 32

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STUDY GUIDE HPGD4606 Practicum

References .................................................................................................. 32
Appendix 1 – Lesson Plan Format .............................................................. 33
Appendix 2 – Journal Entry Format ............................................................. 34
Appendix 3 – Student Feedback Form ........................................................ 35
Appendix 4 – Practicum Sign-off Form ........................................................ 37
Appendix 5 – Acknowledgement Receipt Form ........................................... 38

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STUDY GUIDE HPGD4606 Practicum

PART ONE: INTRODUCTION

1.1 INTRODUCTION

This Practicum is for Open University Malaysia (OUM) PGDT programmes.

It is targeted at learners (student-teachers) who will be undertaking their
teaching practicum in recognised schools and teaching institutions.

It will guide student-teachers through the school orientation programme (SOP)

and teaching practicum experiences. Thus, it is necessary for learners to
carefully read and understand the contents of the Practicum before embarking
on the practicum. If you have any doubts or queries, you can post your
questions on the OUM myINSPIRE online forum.

1.2 RATIONALE

The inclusion of this course in the programme is to provide student-teachers

with the opportunity to apply their pedagogical knowledge and skills in practice
in order to become competent teachers. The student-teacher will be able to
understand his role in the profession and in the extended operational
environment of the school.

1.3 AIM

The aim of this Practicum is to familiarise student-teachers with the teaching

and learning environment.

1.4 COURSE LEARNING OUTCOMES

By the end of the practicum, student-teachers will be able to:

(a) Prepare and plan lessons according to the required assessment criteria;

(b) Demonstrate the ability to teach confidently in a classroom setting;

(c) Apply appropriate teaching techniques in classroom lessons; and

(d) Reflect on their teaching experiences for continuous improvements.

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1.5 PRACTICUM PARAMETERS

Student-teachers are required to undergo their practicums at public or private

teaching institutions depending on the requirements of the specific
programmes. Student-teachers need to complete the required teaching hours.
A supervisor will be appointed by OUM for each student-teacher. The student-
teacher will be evaluated by his supervisor and co-teacher based on the set
criteria. The supervisor and the co-teacher will be appointed by OUM. Student-
teachers are required to write their lesson plans based on instructional
domains.

Specific requirements for each programme are outlined in the respective

appendices.

1.6 PRACTICUM MODES

The practicum modes for student-teachers are based on previous teaching

experiences of individual student-teachers. Take note that these modes are
only applied to the PGDT programmes.

1.7 IMPORTANT TERMS

Teaching and Learning

The teacher will design learning opportunities that will allow students to
participate in empowering activities which will enable them to understand
that learning is a process and mistakes are a natural part of the learning.

Lesson Plan
A lesson plan is a teacher’s detailed description of the course of instruction or
“learning trajectory” of a lesson. The daily lesson plan is developed by the
teacher to guide class learning. Details will vary depending on the preference
of the teacher, subjects being covered and the needs of the students.

Classroom Management
Classroom management is considered as the student-teacher’s daily control
of student behaviour and learning in the classroom setting.

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STUDY GUIDE HPGD4606 Practicum

Classroom Organisation
Classroom organisation refers to how the student-teacher and his students
are grouped throughout the lesson and the management of allocated lesson
time.

Curriculum
Curriculum refers to school experiences, both planned and unplanned, which
promote student learning.

Practicum
A short-term field-based experience during which a student-teacher spends
time teaching, observing and being assessed in the classroom. It is also an
integral component of a student-teacher’s development which enables him to
experience the actual teaching and learning environment.

Practicum Portfolio
A documented collection of a student-teacher’s personal teaching record
which is drawn up and compiled according to OUM guidelines. The portfolio
compilation should include several aspects such as management, curriculum,
infrastructure, daily and weekly journal entries, evaluation (by Supervisor and
co-teacher) and students’ feedback.

Practicum Mode
The number of weeks a student-teacher needs to undertake the teaching
practicum. Duration of teaching will depend on the student-teacher’s past
teaching experience.

Reflective Journal
A student-teacher’s personal records of his learning experiences. Student-
teachers need to record their teaching and learning-related observations.

School Orientation Programme (SOP)

A period of time at the beginning of the teaching practicum in the school or
teaching institution. It is meant to orient student-teachers about the school
environment and its culture.

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PART TWO: PRACTICUM PROCEDURES

Student-teachers are required to plan their respective teaching practicum
schedules as shown in the practicum flow chart in Figure 1.

Figure 1: Teaching practicum flow chart

Note:

Minor changes to the process flow may occur for the individual programmes.

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2.1 SCHOOL ORIENTATION PROGRAMME (SOP)

The SOP provides an early exposure to the school environment and will
enable student-teachers to understand the educational setting through
teaching and learning activities. During the SOP, student-teachers will have
the opportunity to observe and interact with school administrators, teachers
and students. Student-teachers will also be able to observe student behaviour,
actual classroom teaching conducted by school teachers and the overall
management of the school. Through information-gathering tasks and self-
reflection, it is hoped that student-teachers will be able to apply the
pedagogical theories into their teaching practice.

The following is the SOP guidelines for student-teachers:

(a) Establish good relationship with the school community;

(b) Carry out general observations in the school and take notes based on
the practicum schedule guidelines;

(c) Communicate and interact well with the school community in a

professional manner;

(d) Discuss, observe and assist teachers in the classroom;

(e) Be involved in the school’s co-curricular activities if it is feasible;

(f) Demonstrate the professional values, commitment and responsibilities

of a teacher; and

(g) Commence portfolio documentation.

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2.2 PRACTICUM SCHEDULE

The teaching practicum duration will depend on the student-teacher’s past

teaching experience. The schedule provides an overview of the practicum
structure that the student-teacher will be undertaking during the practicum.
It must be prepared and adhered to diligently.

It is important that student-teachers adhere to the following:

(a) Complete the hours according to the calendar date of commencement

and completion of the practicum;

(b) Discuss the supervision schedule with the respective co-teacher and
supervisor;

(c) Teaching observations should be scheduled with the respective co-

teacher or supervisor;

(d) The dates for teaching observations should be clearly stated in the
schedule; and

(e) Compile the completed co-teacher and supervisor practicum

observation form in the portfolio.

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PART THREE: ROLES AND RESPONSIBILITIES

3.1 PRINCIPAL OR HEAD OF INSTITUTION

The principal or head of institution is the administrative leader, and as such,

he is responsible for guiding the student-teacher as he goes through his
practicum particularly in the aspects of teaching and learning.

The principal or head of institution shall provide support to the student-teacher

based on the following:

(a) Collaborate with OUM for the teaching practicum;

(b) Identify and appoint a trained and experienced teacher as the

co-teacher;

(c) Assist the student-teacher in adjusting to the school environment and its
culture;

(d) Provide the necessary information to assist the student-teacher with the
teaching practicum SOP;

(e) Provide the student-teacher with opportunities to observe and share

experiences with his co-teachers;

(f) Provide continuous guidance and feedback to the student-teacher;

(g) Report to OUM of any student-teacher discipline or medical matters; and

(h) Ensure that the student-teacher records his attendance throughout the
practicum duration.

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3.2 CO-TEACHER

The following are the responsibilities of a co-teacher:

(a) Help the student-teacher adjust to the school routine and introduce him
to the staff in school;

(b) Discuss school policies, plans for classroom management, curriculum

and teaching resources with the student-teacher;

(c) Observe student-teacher teaching lessons that are specified in the

Practicum and provide constructive feedback by completing the
observation form. Provide the original copy of the observation report to
the student-teacher and keep a copy in the school;

(d) Discuss the student-teacher’s performance with OUM’s appointed

supervisor;

(e) Provide opportunities for the student-teacher to observe experienced

teachers while they teach in the classroom;

(f) Review and sign the student-teacher’s lesson plan;

(g) Guide the student-teacher in using teaching materials and suggest

effective teaching techniques and strategies; and

(h) Schedule time for observation and evaluation.

3.3 SUPERVISOR

The role of a supervisor is to develop the required skills and competencies in

the student-teacher in order to enable him to function effectively in the
classroom.

The following are the responsibilities of a supervisor:

(a) Carry out teaching observation based on the student-teacher practicum

mode;

(b) Conduct pre and post-teaching conferences for the student-teacher

during teaching observation. Provide verbal and written feedback based
on the student-teacher’s teaching performance;

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STUDY GUIDE HPGD4606 Practicum

(c) Discuss areas for improvement with the student-teacher;

(d) Monitor the student-teacher’s teaching progress in school; and

(e) Guide the student-teacher in the preparation of the practicum portfolio.

3.4 STUDENT-TEACHER

The student-teacher will assume assigned teaching responsibilities for a given

class which include class management, lesson planning, assessment and
grading during the practicum period. This is to enable the student-teacher to
experience the role of a teacher.

The student-teacher’s responsibilities are as follows:

(a) Read and adhere to the aims and objectives of the practicum;

(b) Assume responsibility for his school or teaching institution’s placement;

(c) Submit timetable, copy of practicum schedule and other related

information to OUM before the start of the practicum;

(d) Discuss with the co-teacher and supervisor about his role and
responsibilities during practicum;

(e) Prepare the SOP;

(f) Prepare relevant and adequate teaching lessons in advance. Prepare

sufficient written exercises and homework related to the subject taught.
The student-teacher is expected to grade and evaluate all students’ work
in his class;

(g) Strictly adhere to school attendance regulations. Inform the school

authority, supervisor and the co-teacher about any absenteeism;

(h) Observe school rules and regulations pertaining to the code of conduct
as a teacher;

(i) Maintain professionalism at all times towards students and other staff
members. Communicate effectively with the school community; and

(j) Prepare appropriate documentation to record progress made during the

practicum period.

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STUDY GUIDE HPGD4606 Practicum

APPENDIX A
Code of Ethics for Student-Teachers

1. Interacting with Administrators

Student-teachers should know the names of the school administrators,
ask to be introduced and interact professionally.

2. Interacting with Co-supervisors

Student-teachers need to establish good rapport with co-supervisors and
understand the role of the co-supervisors in the classroom.

3. Interacting with Students

Appropriate interaction between the student-teacher and his students is
an important aspect of the placement experience. These interactions
should commence on the first day of the placement, if possible, and
should be consistent throughout the entire length of the placement. The
interactions should occur inside as well as outside the classroom during
the school day.

4. Interacting with Parents

Parents should be informed early in the semester that a trainee teacher
will be working in the classroom.

5. Professional Dress Code

Student-teachers should be familiar with their schools’ dress code. The
dressing should be professional, neat, clean and modest.

6. Timeliness
Punctuality affects the flow of good planning and classroom
management. Classroom activities run more smoothly if materials are
prepared ahead of time.

7. Attendance
Attendance is compulsory according to the practicum schedule. All
absenteeism must be accompanied by appropriate documentation (for
example, medical certificate, death certificate and other relevant
documents). All documents must be submitted to the school authority
and a copy also needs to be included in the portfolio.

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8. Restraint of Students
Occasionally, students’ misbehaviour will require adult intervention in
order to prevent further disruptions or injuries. In some cases, restraint
of students may be necessary. However, student-teachers should not
attempt to restrain students unless they have been trained to do so.
Severe misbehaviour should be reported to the school authority.

9. Taking or Posting of Photographs

Taking or posting of photographs as well as details of students and staff
members of the school or institution is prohibited. Disciplinary action will
be taken in the event of failure to comply.

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STUDY GUIDE HPGD4606 Practicum

PART 4: PRACTICUM FOCUS AREAS BASED ON

PROGRAMMES

4.1 POSTGRADUATE DIPLOMA IN TEACHING (PGDT)

POSTGRADUATE DIPLOMA IN TEACHING (PGDT)

HPGD4606 PRACTICUM

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4.1.1 Practicum Focus Areas

Learners are required to observe and garner information based on the four
main areas of management, curriculum, infrastructure and journal reflection
(refer to Table 1).

Table 1: Suggested Information on Management,

Curriculum, Infrastructure and Journal Reflection

Journal
Management Curriculum Infrastructure
Reflection

 School vision, A. Core subjects:  School size  Daily (after

mission and each lesson)
philosophy  Timetable  School location
 Weekly (only
 School  Syllabus  Physical one journal per
organisational arrangements week)
structure  Lesson plan
 School field
 Units such as  Classroom
the Parent- process  Playing areas
Teacher
Association, B. Teaching  Swimming pool
School and learning
Management support:  Furniture and
Board and the equipment
Disciplinary  Teaching-
Board learning  Indoor games
resources facilities
 General orders
or circulars  Subjects’ key Services
(e.g. school personnel available:
attire, meetings
 Operation room
teachers’ Code
 Other related
of Ethics,
information  Telephone
student
booth
disciplinary C. Co-curricular
actions) activities:  Suggestion box
 Functions of  Associations  Emergency
management room
staff  Societies

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 Attendance  Clubs  Learning

(teachers, corner
administrative  Sports or
staff and games  Gardening
students) areas
 Uniformed
 School’s bodies or units  Teachers’
academic room
calendar
 Restrooms
 Curriculum
planning and  Counselling
implementation room

 Teachers’  Cafeteria
record books
 Bulletin or
 Syllabus notice boards

 Textbooks

 Finance and
expenses
(if applicable)

 Staff meeting

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STUDY GUIDE HPGD4606 Practicum

4.1.2 Teaching Hour Requirements Based on Modes

Student-teachers must adhere to the number of teaching hours based on the

teaching modes (refer to Table 2).

Table 2: Required Number of Hours and Weeks in Practicum

Teaching Placement
Number of
Number of Hours in Public or Private
Mode Practicum
Per Week (Hours) Schools or
Duration (Weeks)
Institutions

1 4 10 or more  Primary
 Secondary
2 8 6 or more  International school
 College
3 12 4 or more
 University

Please note that student-teachers are not allowed to do their practicum in any
tuition centres or enrichment centres. You should provide the timetable with
the number of lessons per week based on the mode of your practicum unless
you are in a single mode programme. Holiday or examination week is not
considered as teaching and learning week, and you may need to extend your
practicum week.

Mode 1 Practicum Schedule

Student-teachers in Mode 1 with more than one year of formal teaching
experience in a public, private or any teaching institution will need to adhere
to the practicum process as shown in Table 3.

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Table 3: Mode 1 Practicum Schedule

Week Practicum Process Portfolio Documentation

1  Report to school authority  Timetable

 SOP  Housekeeping

 Start of portfolio documentation

 Journal entry

2  SOP  Lesson plans

 Classroom teaching  Teaching materials (examples)

 First observation by  Completed first Observation Form

co-teacher by co-teacher

 Portfolio documentation

 Journal entry

3  SOP  SOP report

 Classroom teaching  Lesson plans

 Second observation by  Teaching materials (examples)

co-teacher
 Completed second Observation
Form by co-teacher

 Portfolio documentation

 Journal entry

4  Classroom teaching  Lesson plans

 Observation by OUM  Teaching materials (examples)

appointed supervisor
 Completed Observation Form by
 Complete sign-off form OUM supervisor

 Submit completed portfolio  Journal entry

to OUM
 Appendices

 Completed Practicum Sign-off Form

 Completed portfolio documentation

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Mode 2 Practicum Schedule

Student-teachers in Mode 2 with less than one year of formal teaching
experience in a public, private or any teaching institution will have to adhere
to the practicum process as shown in Table 4.

Table 4: Mode 2 Practicum Schedule

Week Practicum Process Portfolio Documentation

1  Report to school  Timetable

authority
 Housekeeping
 SOP
 Start of portfolio documentation

 Journal entry

2  SOP  SOP report

 Classroom teaching  Lesson plans

 First observation by  Teaching materials (examples)

co-teacher
 Completed first Observation Form by
co-teacher

 Portfolio documentation

 Journal entry

3  Classroom teaching  Lesson plans

 Teaching materials (examples)

 Portfolio documentation

 Journal entry

4  Classroom teaching  Lesson plans

 First observation by  Teaching materials (examples)

OUM appointed
supervisor  Completed first Observation Form
by OUM supervisor

 Portfolio documentation

 Journal entry

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5  Classroom teaching  Lesson plans

 Teaching materials (examples)

 Journal entry

6  Classroom teaching  Lesson plans

 Second observation  Teaching materials (examples)

by co-teacher
 Completed second Observation Form
by co-teacher

 Portfolio documentation

 Journal entry

7  Classroom teaching  Lesson plans

 Second observation  Teaching aids

by OUM appointed
supervisor  Completed second Observation Form
by supervisor

 Portfolio documentation

 Journal entry

8  Classroom teaching  Lesson plans

 Submit completed  Teaching materials (examples)

portfolio to OUM
 Completed portfolio documentation

 Appendices

 Journal entry

 Completed Practicum Sign-off Form

 Completed portfolio documentation

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Mode 3 Practicum Schedule

Student-teachers in Mode 3 with no teaching experience will have to adhere
to the practicum process as shown in Table 5.

Table 5: Mode 3 Practicum Schedule

Week Practicum Process Portfolio Documentation

1  Report to school  Timetable

principal
 Housekeeping
 School orientation
programme (SOP)  SOP report

 Journal entry

2  SOP  SOP report

 Journal entry

3  SOP  SOP report

 Journal entry

4  SOP  SOP report

 Journal entry

5  SOP  SOP report

 Start of portfolio documentation

 Journal entry

6  SOP  Final SOP report

 Journal entry

7  Classroom teaching  Lesson plans

 First observation by  Teaching materials (examples)

co-teacher
 Completed first Observation Form
by co-teacher

 Portfolio documentation

 Journal entry

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8  Classroom teaching  Lesson plans

 Teaching materials (examples)

 Journal entry

9  Classroom teaching  Lesson plans

 Second observation  Teaching materials (examples)

by co-teacher
 Completed second Observation Form
by co-teacher

 Portfolio documentation
 Journal entry

10  Classroom teaching  Lesson plans

 First observation by  Teaching materials (examples)

OUM appointed
supervisor  Portfolio documentation

 Completed first Observation Form

by OUM supervisor

 Journal entry

11  Classroom teaching  Lesson plans

 Third observation by  Teaching materials (examples)

co-teacher
 Completed third Observation Form
by co-teacher

 Journal entry

12  Classroom teaching  Lesson plans

 Final observation by  Teaching materials (examples)

OUM supervisor
 Completed final Observation Form
 Submit completed by OUM supervisor
portfolio to OUM
 Journal entry

 Appendices

 Completed Practicum Sign-off Form

 Completed portfolio

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4.1.3 Teaching Lesson Supervision

Number of Observations by the Supervisor and Co-teacher

The supervisor and co-teacher will supervise learners (student-teachers)
based on OUM stipulated requirements as shown in Table 6.

Table 6: Student-Teacher Practicum Observation

Number of
Teaching Personnel for
Mode Observations
Experience Supervision
(Times)

Co-teacher 2
More than one year
1
experience
Supervisor 1

Co-teacher 2
Less than one year
2
experience
Supervisor 2

Co-teacher 3
No teaching
3
experience
Supervisor 2

4.1.4 Lesson Plan

Student-teachers are required to prepare lesson plans and learning materials

in advance. Provide a copy of the lesson plan to the co-teacher and supervisor
before the observation commences. Refer to the lesson plan as shown in
PGDT HPGD4606_Appendix 1.

In addition, student-teachers are required to write daily reflections at the end

of every lesson. Table 7 shows some examples of a student-teacher’s daily
reflections. In addition, student-teachers are also required to write weekly
reflections (see PGDT HPGD4606_Appendix 2). The format for writing the
two types of journal entries is the same except that for the weekly reflections,
you need to elaborate further based on your experience in teaching and
learning and/or the school environment.

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Table 7: Examples of Daily Reflections

Short-term Long-term
Observation Evaluation
Action Action

Lesson 1:
Students did not Overestimated the Provide enough Consider the
have enough time number of time for each achievable goal
to complete the activities for the activity in each for each activity;
activities. lesson. lesson; envision plan activities well;
how much time allocate enough
is needed for time for each
students to activity but it is
complete each also important to
activity; drilling be flexible; for
session should discussions to
not take more be productive,
than five minutes. allocate a few
more minutes for
students to
summarise.

Lesson 2:
The same The group size Assign special Identify the active
students are was too big. roles to the eager and passive
always raising beavers to be students in each
their hands (the “helpers” in each classroom; assign
eager beavers) group. Teach group members
and trying to them to use so that everyone
answer every expressions such is involved.
question. A quiet as “That’s This will boost
student who sat interesting. Why the students’
at the back chose do you think that confidence or
not to answer is so?” and motivation.
the teacher’s encourage them
questions. to obtain the
answers from
their classmates
instead of always
providing them.
Provide shy
students the
chance to work
with different
partners.

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Lesson 3:
Students read the The text was more The text needs to Be more careful
text aloud poorly – challenging than be edited further; with the choice of
not fluent, wrongly what the teacher I need to text used; text
pronounced expected; the incorporate more needs to be
words, etc. students had active approaches re-edited; conduct
lower level of and conduct more more checks on
understanding checks on their students’ learning.
than expected. comprehension.

Lesson 4:
Nearly half the My instruction was Stop the class Plan instructions
class had not clear and very when they show accordingly and
questions for the confusing for the signs of confusion anticipate
given task. students. and go through problems faced by
the instructions students; test the
more carefully; instructions with
check students’ other people or
understanding of colleagues; write
the task question; out the instruction
attract their script for self-
attention towards reference.
the important
points.

Lesson 5:
Disappointing Not sufficient time Stop after two Vary the
feedback after the was allocated for feedback items feedback;
group discussion. the students. and encourage all sometimes, no
groups to spend feedback at all is
10 minutes to required; treat
work on them. feedback as a
separate task that
has its own
structure and time.

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Lesson 6:
Students did not Students were Stop reading after Consider the
pay attention bored by the text; 15 minutes. choice of text
during the reading some students did used; vary reading
of the textbook. not have the strategies and
textbook with voice modulation;
them. plan for shorter
reading sessions;
give out the focus
questions before
the start of
reading.

Source: Wright (2017)

Note: The number of daily journal entries depends on the number of student-
teacher lessons per day as stipulated in the timetable. If the student-teacher
has four lessons on the first day, this means that there are four journal entries
for that day.

4.1.5 Reflective Journal

Reflective journals are writings about and reflections of the student-teacher’s

own thoughts. The process of reflecting on one’s thoughts, ideas, feelings and
own learning encourages metacognitive skills by helping student-teachers to
self-evaluate (Wright, 2017). This process helps student-teachers learn new
concepts and complex issues.

Reflective practice advocates learning by creating opportunities that allow

student-teachers to think about their learning, their own lives and their
surroundings. The process highlights problems, misunderstandings and
confusions. It also assists student-teachers in identifying new areas of
development, independent learning and taking responsibility for one’s learning
(Strong, Silver & Perini, 2001). Thus, when a student-teacher reflects on his
learning, he will transform his discovery of learning into plans for improvement.
The main idea is to show student-teachers how to transform their thinking into
writing; it need not necessarily be polished writing. A reflective journal brings
additional insights into how student-teachers value their own learning and
progress.

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4.1.6 Writing the Reflective Journal

Student-teachers can take 3 to 15 minutes to write journal entries in their

portfolio about happenings before, during or after each lesson. The journal
entries can be developed based on the classroom setting or beyond the
classroom setting. Student-teachers should write about their personal
thoughts and feelings, and draw their own conclusions instead of repeating
what they think it is or should be. Journal writing should promote the
exploration of in-depth thinking. For example, consider the difference between
the following questions as shown in Table 8.

Table 8: Examples of Questions to Help

Student-Teachers Write Reflective Journals

What are your thoughts on the lesson? What did you learn from your first
lesson in class today?

What did you do in your lesson today? What happened in the classroom today
that made you feel delighted?

What do you want to learn? How can you apply some of your
achievements today to become a more
successful teacher?

The questions in the first column surround superficial facts and feelings.
On the other hand, questions in the second column ask the student-teacher to
explore assumptions and values. As such, the student-teacher will be able to
develop critical thinking skills and analyse his own ideas.

It is imperative for student-teachers to regularly write in his personal journal.

Student-teachers may find journaling a difficult task to do at first. However,
with lots of practice it will become easier. Student-teachers should make it a
routine and learn to appreciate it.

The reflective journal will be assessed. Student-teachers may attach each

journal entry after each lesson plan. Student-teachers may follow the daily
reflection template for the weekly journal entry. See PGDT HPGD4606_
Appendix 2 for the daily journal entry form.

Different teachers may have different observations or problems that they

encounter in each lesson. You can write one or more observations for each
journal entry. These observations or reflections can be from the perspectives
of lesson, management or implementation, as well as classroom behaviour
management.

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Your journal entry after each lesson should include the following:

(a) Observation;

(b) Evaluation;

(c) Short-term action; and

(d) Long-term action.

To assist you to perform the daily entry, which should be completed after each
lesson, you may follow the format as shown in Table 8. You can also use this
format for your weekly journal entry.

4.1.7 Student Feedback Form

The focus of feedback is to emphasise the instructional aspect of feedback

rather than the correctional dimension in the learning process (Hattie &
Timperley, 2007). Student-teachers need to be actively involved in learning
what the feedback criteria mean and in understanding the goals and purposes
of the students’ feedback.

At the end of every lesson, student-teachers are encouraged to obtain

students’ feedback. Student-teachers should compile the feedback forms in
the portfolio. Provide examples (10 to 15 feedback forms) from different
lessons. There are separate feedback forms for primary and secondary
schools as well as other teaching institutions. See Student Feedback Form in
PGDT HPGD4606_ Appendix 3.

4.1.8 Practicum Portfolio Submission

At the end of the practicum, student-teachers are required to submit their

portfolios to OUM. The practicum portfolio should be well-organised and
documented. The portfolio content should include the SOP report, lesson
plans, teaching materials, supervisor and co-teacher’s feedback and
observation forms, self-reports, personal (reflective) journal entries, learner
feedback forms as well as photographs of school activities and samples of
students’ work.

Student-teachers can divide the portfolio into several areas as mentioned in

Table 1 when organising the portfolio documentation. The criteria will help
student-teachers to organise their portfolios.

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4.1.9 Practicum Closure: Sign-off Form

Student-teachers should get the completed Practicum Sign-off Form signed

and stamped by the school or institution authority upon completion of the
practicum.

Guidelines for the Practicum Sign-off Form are as follows:

(a) Student-teachers should present all documents related to the SOP and
teaching practicum to the co-teacher and supervisor. When these
documents are completed, the Practicum Sign-off Form should be
signed by the teaching institution authority.

(b) Student-teachers should obtain the acknowledgement of the portfolio

completion from the co-teacher and the supervisor.

(c) The co-teacher will forward the Practicum Sign-off Form to the principal
or head of institution to be approved.

(d) The approved Practicum Sign-off Form should be compiled in the

portfolio. Refer to PGDT HPGD4606_Appendix 4.

4.1.10 Portfolio Submission

The completed portfolio should be submitted to OUM within two weeks after
the completion of the practicum and the approval of the Practicum Sign-off
Form.

Student-teachers should obtain an acknowledgement receipt from OUM

representative after submitting their portfolios. Please keep a copy of your
portfolio submission receipt (see PGDT HPGD4606_Appendix 5).

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4.1.11 Student-Teacher Practicum Assessment

Student-teachers will be assessed by an appointed supervisor. The marks

distribution will be based on several criteria. Table 9 shows the practicum
assessment marks distribution according to modality.

Table 9: Marks Distribution According to Mode

Mode 1 Mode 2 Mode 3

Assessment
Marks (%) Marks (%) Marks (%)

School Orientation Programme

10 10 10
(SOP)

Supervisor 40 40 30
Teaching
Observation
Co-teacher 20 20 20

Reflective Journal 20 20 30

Portfolio Presentation 10 10 10

Total Marks 100 100 100

REFERENCES
Brown, H. D. (2007). Teaching by principles. New York: Pearson Education.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of

educational research, 77(1), 81–112.

Parkay, F. W. (2013). Becoming a teacher. Kuala Lumpur: Pearson.

Rosinah Mahmood. (2017). HBEF4606 Practicum Guide. Selangor: Meteor

Doc.

Strong, R. W., Silver, H. F., & Perini, M. J. (2001). Teaching what matters
most: Standards and strategies for raising student achievement.
Alexandria, VA: Association for Supervision and Curriculum
Development.

Wright, T. (2017). How to be brilliant trainee teacher. London: Routledge

Taylor and Francis.

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APPENDIX 1 – LESSON PLAN FORMAT

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APPENDIX 2 – JOURNAL ENTRY FORMAT

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APPENDIX 3 – STUDENT FEEDBACK FORM

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APPENDIX 4 – PRACTICUM SIGN-OFF FORM

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APPENDIX 5 – ACKNOWLEDGEMENT RECEIPT FORM

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