HPGD4606 Practicum SG - Emay23

Study Guide
HPGD4606
Practicum
Faculty of Education
Copyright © Open University Malaysia (OUM)
STUDY GUIDE
HPGD4606
Practicum
Writers:
Assoc Prof Dr Rosinah Mahmood
Assoc Prof Hazidi Abdul Hamid
Cik Norazlina Mohamad
Teo Hui Thian
Assoc Prof Dr Norlia T. Goolamally
Kuldip Kaur
Assoc Prof Teh Lai Ling

HPGD4606 PRACTICUM
Second edition 2023

First edition 2019
Developed by Centre for Instructional Design and Technology, OUM.
Copyright © Open University Malaysia (OUM), 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 of Open University Malaysia
(OUM).
www.oum.edu.my

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PRACTICUM HPGD4606
TABLE OF
Contents
Part One: 1.1 Introduction 5

Introduction 1.2 Rationale 5
1.3 Aim 6
1.4 Course Learning Outcome 6
1.5 Practicum Parameters 6
1.6 Practicum Durations 6
1.7 Important Terms 6
Part Two: 2.1 School Orientation Programme (SOP) 9

Practicum 2.2 Practicum Schedule 10
Procedures
Part Three: 3.1 Principal or Head of Institution 11

Roles and 3.2 Co-Teacher 12
Responsibilities
3.3 Supervisor 13
3.4 Student-Teacher 14
3.5 Code of Ethics for Student-Teacher 15

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Part Four: 4.1 Postgraduate Diploma in Teaching 17

Practicum 4.1.1 Practicum Focus Area 17
Focus Areas
4.1.2 Practicum Durations 19
Based on
Programmes 4.1.3 Teaching Lesson Supervision 24
4.1.4 Lesson Plan 24
4.1.5 Reflective Journal 27
4.1.6 Writing the Reflective Journal 27
4.1.7 Student Feedback Form 29
4.1.8 Practicum Portfolio Submission 29
4.1.9 Practicum Closure Sign-off Form 29
4.1.10 Student-Teacher Practicum Assessment 30
References 30

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PRACTICUM HPGD4606
PART ONE
Introduction
1.1 INTRODUCTION
This practicum is for Open University Malaysia (OUM) PGDT programmes. It
targets learners (student-teachers) 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 Study Guide 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 allow student-teachers to apply
their pedagogical knowledge and skills in practice to become competent teachers.
The student-teacher will be able to understand his role in the profession and the
extended operational environment of the school.
1.3 AIM
This practicum aims to familiarise student-teachers with the teaching and learning
environment.

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HPGD4606 PRACTICUM
1.4 COURSE LEARNING OUTCOMES

By the end of the practicum, student-teachers will be able to do the following:
1. Plan a lesson plans according to the criteria required by OUM & MOE.
2. Demonstrate the ability to teach with confidence in front of the class.
3. Reflects on the teaching practice for improvements from the supervisor.
1.5 PRACTICUM PARAMETERS

Student-teachers must 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. OUM will appoint a
supervisor for each student-teacher. The student-teacher will be evaluated by his
supervisor and co-teacher based on the set criteria. OUM will appoint the
supervisor and the co-teacher for observation. 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 DURATIONS

Student-teachers can complete their practicum within 8-12 weeks.
1.7 IMPORTANT TERMS

Teaching and Learning
The teacher will design learning opportunities for students to participate in
empowering activities. This process allows a student to understand that learning
and mistakes are a natural part of learning.

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Lesson Plan
A lesson plan is a teacher’s detailed description of a lesson’s course of instruction
or “learning trajectory”. The teacher develops the daily lesson plan to guide class
learning. Details will vary depending on the teacher’s preference, the subjects
being covered, and the needs of the students.
Classroom Management
Classroom management is considered the student-teacher’s daily control of
student behaviour and learning in the classroom setting.
Classroom Organisation
Classroom organisation refers to how the student-teacher and his students are
grouped throughout the lesson and manage allocated time.
Curriculum
Curriculum refers to planned and unplanned school experiences that promote
student learning.
Practicum
A short-term field experience where a student-teacher spends time teaching and
learning, observing classroom, cocurricular activities involvement etc. It is also an
essential part of a student teacher's development as it gives them the opportunity
to experience the actual teaching and learning environment.
Practicum Portfolio
The practicum portfolio is a documented collection of a student-teacher’s
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.
Reflective Journal
A reflective journal is a student-teacher’s record of his learning experiences.
Student-teachers need to record their teaching and learning-related observations.
School Orientation Programme (SOP)

It is a period 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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HPGD4606 PRACTICUM
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

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2.1 SCHOOL ORIENTATION PROGRAMME (SOP)

The SOP provides early exposure to the school environment. It will enable student-
teachers to understand the educational setting through teaching and learning
activities. During the SOP, student-teachers can observe and interact with school
administrators, teachers, and students. Student-teachers will also be able to
monitor 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 can apply the
pedagogical theories to their teaching practice.
The following are the SOP guidelines for student-teachers (refer to Figure 2):
Figure 2: SOP Guidelines for Student-Teachers

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HPGD4606 PRACTICUM
2.2 PRACTICUM SCHEDULE

The schedule provides an overview of the practicum structure that the student-
teacher will undertake during the practicum. It must be prepared and adhered to
diligently.
Student-teachers must adhere to the following:
• Complete the hours according to the calendar date of commencement and

completion of the practicum;
• Discuss the supervision schedule with the respective co-teacher and

supervisor;
• Teaching observations should be scheduled with the respective co-teacher or

supervisor;
• The dates for teaching observations should be clearly stated in the schedule;
and
• Compile the completed co-teacher and supervisor practicum observation form

in the portfolio.

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PART THREE
Roles and Responsibilities
In this part, we will discuss the roles and responsibilities of principal or head of
institution, co-teacher, supervisor, and student-teacher. This part also covers code
of ethics for student-teachers. Let’s look at them in detailed manner.
3.1 PRINCIPAL OR HEAD OF INSTITUTION

The principal or head of the institution is the administrative leader. As such, he is
responsible for guiding the student-teacher through his practicum, particularly in
teaching and learning.
The principal or head of an institution shall provide support to the student-teacher

based on the following:
• Collaborate with OUM for the teaching practicum;
• Identify and appoint a trained and experienced teacher as the

co-teacher;
• Assist the student-teacher in adjusting to the school environment and its

culture;
• Provide the necessary information to assist the student-teacher with the

teaching practicum SOP;
• Provide the student-teacher with opportunities to observe and share

experiences with his co-teachers;
• Provide continuous guidance and feedback to the student-teacher;
• Report to OUM of any student-teacher discipline or medical matters; and
• Ensure that the student-teacher records his attendance throughout the

practicum.

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HPGD4606 PRACTICUM
3.2 CO-TEACHER
The following are the responsibilities of a co-teacher:
• Help the student-teacher adjust to the school routine and introduce him to the
staff in school;
• Discuss school policies, plans for classroom management, curriculum, and

teaching resources with the student-teacher;
• Observe student-teacher teaching lessons 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;
• Discuss the student-teacher performance with OUM’s appointed supervisor;
• Provide opportunities for the student-teacher to observe experienced teachers

while they teach in the classroom;
• Review and sign the student-teacher’s lesson plan;
• Guide the student-teacher in using teaching materials and suggest effective

teaching techniques and strategies; and
• Schedule time for observation and evaluation.

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3.3 SUPERVISOR
The role of a supervisor is to develop the required skills and competencies in the
student-teacher to enable him to function effectively in the classroom.
The following are the responsibilities of a supervisor (refer to Figure 3):
Figure 3: Responsibilities of a Supervisor

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HPGD4606 PRACTICUM
3.4 STUDENT-TEACHER
The student-teacher will assume assigned teaching responsibilities for a given
class, including class management, lesson planning, assessment, and grading
during the practicum period. These responsibilities enable the student-teacher to
experience the role of a teacher.
The student-teacher’s responsibilities are as follows:
• Read and adhere to the aims and objectives of the practicum;
• Assume responsibility for his school or teaching institution’s placement;
• Submit timetable, copy of practicum schedule, and other related information to

OUM before the start of the practicum;
• Discuss with the co-teacher and supervisor about his roles and responsibilities
during practicum;
• Prepare the SOP;
• 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;
• Strictly adhere to school attendance regulations. Inform the school authority,

supervisor, and the co-teacher about any absenteeism;
• Observe school rules and regulations about the code of conduct as a teacher;
• Maintain professionalism at all times towards students and other staff

members. Communicate effectively with the school community; and
• Prepare appropriate documentation to record progress made during the

practicum period.

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3.5 CODE OF ETHICS FOR STUDENT-TEACHERS

Table 1 explains the code of ethics for student-teachers in details. Let’s look at
them one by one.
Table 1: Code of Ethics for Student-teachers
Aspect Description
Interacting with administrators Student-teachers should know the names of the
school administrators, ask to be introduced, and
interact professionally.
Interacting with co-supervisors Student-teachers need to establish a good
rapport with co-supervisors and understand the
role of the co-supervisors in the classroom.
Interacting with students Appropriate interaction between the student-
teacher and his students is essential to the
placement experience. If possible, these
interactions should commence on the first day of
placement. They should be consistent throughout
the entire length of the placement. The
interactions should occur inside and outside the
classroom during the school day.
Interacting with parents Parents should be informed early in the semester
that a student-teacher will work in the classroom.
Professional dress code Student-teachers should be familiar with their
school’s dress code. The dressing should be
professional, neat, clean, and modest.
Timeliness Punctuality affects the flow of good planning and
classroom management. Classroom activities
run more smoothly if materials are prepared
ahead of time.
Attendance Attendance is compulsory according to the
practicum schedule. All absenteeism must be
accompanied by appropriate documentation (for
example, a medical certificate, death certificate,
and other relevant documents). All papers must
be submitted to the school authority, and a copy
must also be included in the portfolio.

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HPGD4606 PRACTICUM
Restraint of students Occasionally, students’ misbehaviour will require

adult intervention 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. Severe misbehaviour should be
reported to the school authority.
Taking or posting photographs Student-teachers are prohibited from taking or
posting photographs and details of students and
staff members of the school or institution.
Disciplinary action will be taken in the event of
failure to comply.

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PART FOUR
Practicum Focus Areas Based
on Programmes
In this part, we are going to discuss some practicum focus areas based on
programmes, specifically postgraduate diploma in teaching (PGDT).
4.1 POSTGRADUATE DIPLOMA IN TEACHING

(PGDT)
This subtopic will explain some practicum focus areas that are covered in
postgraduate diploma in teaching (PGDT) in detailed manner. Let’s look at them
closely.
4.1.1 Practicum Focus Areas

Learners must observe and garner information based on the four focus areas of
management, curriculum, infrastructure, and journal reflection (refer to Table 2).

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Table 2: Focus Areas: Management, Curriculum, Infrastructure, and Journal Reflection
Management Curriculum Infrastructure Journal Reflection
• School vision, A. Core subjects: • School size • Daily (after each

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

• Functions of
activities:
management staff
• Suggestion box
• Associations
• Attendance
(teachers, • Emergency room
administrative • Societies
staff, and students) • Learning corner to
• Clubs Bulletin or notice
• School’s academic boards
calendar • Sports or games
• Gardening areas
• Curriculum • Uniformed bodies or
planning and units • Teachers’ room
implementation
• Restrooms
• Teachers’ record
books • Counselling room
• Syllabus • Cafeteria
• Textbooks • Bulletin or notice

boards
• Finance and
expenses
(if applicable)
• Staff meeting

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4.1.2 Practicum Durations

Student-teachers must adhere to the practicum durations based on the information
given in Table 3.
Table 3: Required Number of Hours and Weeks in Practicum
Practicum Placement in
Number of Practicum Number of Hours
Public or Private Schools or
Durations (Weeks) Per Week (Hours)
Institutions
8 Weeks 1 week = 30 hours • Primary

OR • Secondary
12 Weeks 1 week = 20 hours • International School
• College
Total Practicum Hours 240 Hours
• University
Guidelines: Total Practicum Hours = 240 hours (including)

1. Teaching Hours = 50 Hours
2. Activities Involvement = 190 Hours
• School Orientation Programme (SOP)
• Co-curricular activities
• School Meeting
• Extra Classes
• Invigilations
• Relief Teacher
Please note that student-teachers are not allowed to do their practicum in any
preschool, tuition centres or enrichment centres or homeschooling center. You
should provide the timetable with the number of lessons per week. Holiday is not
considered a teaching and learning week, and you may need to extend your
practicum week.

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HPGD4606 PRACTICUM
Practicum Schedule – 8 Weeks

Student-teachers who are doing practicum schedule for 8 weeks are required to
adhere process and documentation, as outlined in Table 4.
Table 4: Practicum Schedule – 8 Weeks
Week Practicum Process Portfolio Documentation
1 • Report to the school • Timetable

authority
• Housekeeping
• SOP
• Start of portfolio documentation
• Journal entry
2 • Classroom teaching • Lesson plans
• First observation by • Teaching materials (examples)

co-teacher
• Completed first Observation Form by
co-teacher
• Portfolio documentation
• Journal entry
• Teaching materials (examples)
• Journal entry

OUM-appointed
supervisor • Completed first Observation Form
by OUM supervisor
• Journal entry

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• Journal entry
• Second observation • Teaching materials (examples)

by co-teacher
• Completed second Observation Form
by co-teacher
• Journal entry

by OUM-appointed
supervisor • Completed the second Observation
Form by the supervisor
• Submit completed • Teaching materials (examples)

portfolio to OUM
• Completed Practicum Sign-off Form
• Completed portfolio documentation

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Practicum Schedule – 12 Weeks

Student-teachers who are doing practicum schedule for 12 weeks are required to
adhere process and documentation, as outlined in Table 5.
Table 5: Practicum Schedule – 12 Weeks
Week Practicum Process Portfolio Documentation
1 • Report to the school • Timetable

principal
• Housekeeping
• School orientation
programme (SOP) • SOP report
• Journal entry
2 • SOP • SOP report
• Start of portfolio documentation
• Journal entry
• Journal entry
• Journal entry

co-teacher
• Completed first Observation Form
by co-teacher
• Journal entry

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PRACTICUM HPGD4606
• Journal entry

by co-teacher
• Completed second Observation Form
by co-teacher
• Journal entry
• Journal entry
• First observation by OUM- • Teaching materials (examples)

appointed supervisor
• Completed first Observation Form

by OUM supervisor
• Journal entry
• Journal entry
• Journal entry

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HPGD4606 PRACTICUM
• Final observation by OUM • Teaching materials (examples)

supervisor
• Completed final Observation Form
• Submit completed portfolio by OUM supervisor
to OUM
• Completed Practicum Sign-off Form
• Completed portfolio documentation
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
Personnel for Supervision Number of Observations (Times)

Co-teacher 2
Supervisor 2
4.1.4 Lesson Plan

Student-teachers are required to prepare lesson plans and learning materials in
advance before the lesson starts. Before the observation commences, provide a
copy of the lesson plan to the co-teacher or supervisor.
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. The format for writing the two types of journal entries is the same,
except for the weekly reflections. It would be best if you elaborated further based
on your experience in teaching and learning or the school environment.

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PRACTICUM HPGD4606
Table 7: Examples of Daily Reflections
Observation Evaluation Short-term Action Long-term Action

Lesson 1:
Students did not Overestimated the Provide enough time Consider the
have enough time number of activities for each activity in achievable goal for
to complete the for the lesson each lesson; each activity; plan
activities. envision how much activities well;
time is needed for allocate enough
students to time for each
complete each activity, but it is
activity; the drilling also important to
session should not be flexible; for
take more than five discussions to
minutes. be productive, and
allocate a few
more minutes for
students to
summarise.
Lesson 2:
The same students The group size was Assign special roles Identify the active
are constantly too big. to the eager beavers and passive
raising their hands to be “helpers” in students in each
(the eager beavers) each group. Teach classroom; assign
and trying to them to use group members,
answer every expressions such as so everyone is
question. A quiet “That’s interesting. involved.
student who sat Why do you think This practice will
at the back chose that is so?” and boost students’
not to answer the encourage them to confidence or
teacher’s obtain the answers motivation in
questions. from their learning.
classmates instead
of always providing
them with answers.
Give shy students
the chance to work
with different
partners.
Lesson 3:
Students read the The text was more The text needs to be Be more careful
text aloud poorly – challenging than the edited further; with the choice of
not fluent, wrongly teacher expected; I need to incorporate text used; text
pronounced words, the students had a more active needs to be re-
etc. lower approaches and edited; conduct
understanding. conduct more more checks on
checks on their students’ learning.
comprehension.

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HPGD4606 PRACTICUM
Lesson 4:
Nearly half the My instruction was Stop the class when Plan instructions
class had questions not explicit and very confused and accordingly and
about the given confusing for the carefully review the anticipate
task. students. instructions; check problems faced by
students’ students; test the
understanding of the instructions with
task question; other people or
attract their attention colleagues; write
to the essential out the instruction
points. script for self-
reference.
Lesson 5:
Disappointing Not sufficient time Stop after two Vary the feedback;
feedback after the was allocated for feedback items and sometimes, no
group discussion. the students. encourage all feedback is
groups to spend 10 required; treat
minutes working on feedback as a
them. separate task with
its structure and
time.
Lesson 6:
Students did not Students were Stop reading after Consider the
pay attention during bored by the text; 15 minutes. choice of text
the reading of the some did not have used; vary the
textbook. the book. reading strategies
and voice
modulation; 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, there are four journal entries for that day.

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4.1.5 Reflective Journal

Reflective journals are writings about and reflections of the student-teachers
thoughts. Reflecting on one’s thoughts, ideas, feelings, and learning encourage
metacognitive skills by helping student-teachers to self-evaluate (Wright, 2017).
This process allows student-teachers to learn new concepts and complex issues.
Reflective practice advocates learning by creating opportunities for student-

teachers to think about their learning, lives, and surroundings. The process
highlights problems, misunderstandings, and confusion. It also assists student-
teachers in identifying new areas of development, independent learning, and taking
responsibility for one’s understanding (Strong, Silver & Perini, 2001). Thus, when
a student-teacher reflects on his knowledge, he will transform his discovery of
learning into plans for improvement. The main idea is to show student-teachers
how to change their thinking into writing; it need not necessarily be polished writing.
A reflective journal brings additional insights into how student-teachers value their
learning and progress.
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 thoughts and feelings and conclude,
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 Figure 4.
Figure 4: Examples of Questions to Help Student-Teachers Write

Reflective Journals and Entry
The questions in the left column surround simple facts and feelings. On the other
hand, questions in the right column ask the student-teacher to explore assumptions
and values. As such, the student-teachers can develop critical thinking skills and
analyse their ideas.

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HPGD4606 PRACTICUM
Student-teachers must write in their journal regularly. Student-teachers may find

journalling 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.
Student-teachers may attach each journal entry after each lesson plan, and it will
be assessed. Student-teachers may follow the daily reflection template for the
weekly journal entry.
Different student-teachers may encounter various observations or problems in

each lesson, and they can write one or more observations for each journal entry.
These observations or reflections can be from the perspectives of a lesson,
management or implementation, and classroom behaviour management.
Your journal entry after each lesson should include the following (refer to Figure 5):
Figure 5: Elements in Journal Entry
To assist you in performing the daily entry, which should be completed after each
lesson, you may follow the format shown in Table 8. You can also use this format
for your weekly journal entry as outlines in Table 7.

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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 understanding the goals and purposes of the student’s feedback.
Student-teachers are encouraged to obtain students’ feedback at the end of every

lesson. Student-teachers should compile the feedback forms in the portfolio.
Provide examples (10 to 15 feedback forms) from different classes. There are
separate feedback forms for primary and secondary schools and other teaching
institutions.
4.1.8 Practicum Portfolio Submission

At the practicum’s end, student-teachers must 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 feedback and observation forms, self-reports, personal (reflective)
journal entries, learner feedback forms, photographs of school activities, and
samples of students’ work.
Student-teachers can divide the portfolio into the four focus areas (management,
curriculum, infrastructure, and journal) when organising the portfolio
documentation. The criteria will help student-teachers organise their portfolio.
Deadlines of portfolio submission dates:

1. January Semester: 15 April
2. May Semester: 15 August
3. September Semester: 15 December
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.

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HPGD4606 PRACTICUM
4.1.10 Student-Teacher Practicum Assessment

An appointed supervisor will assess student-teachers. The marks distribution will
be based on several criteria. Table 8 shows the practicum assessment marks
distribution according to modality.
Table 8: Marks Distribution
Components Assessment Marks (%)
Supervisor 30
Teaching Observation
Co-teacher 20
Portfolio Presentation 50
Total Marks 100
REFERENCES
Brown, H. D. (2007). Teaching by principles. 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. Pearson.
Rosinah Mahmood. (2019). HBEF4606 Practicum guide. Open University

Malaysia.
Strong, R. W., Silver, H. F., & Perini, M. J. (2001). Teaching what matters most:
Standards and strategies for raising student achievement. Association for
Supervision and Curriculum Development.
Wright, T. (2017). How to be brilliant trainee teacher. Routledge Taylor and Francis.

30 STUDY GUIDE
Dear learners,
Please share your feedback about our learning material by filling in the
online survey form https://forms.gle/oKdhQ97tx65JYUGp8
Thank you for your participation.
Centre for Instructional Design and Technology

Open University Malaysia
Menara OUM
Block C, Kompleks Kelana Centre Point
Jalan SS7/19, Kelana Jaya
47301 Petaling Jaya
Selangor
Malaysia
cidt@oum.edu.my

www.oum.edu.my

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HPGD4606 Practicum SG - Emay23

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Study Guide

Copyright © Open University Malaysia (OUM)

Second edition 2023

Developed by Centre for Instructional Design and Technology, OUM.

Copyright © Open University Malaysia (OUM), HPGD4606

Copyright © Open University Malaysia (OUM)

Part One: 1.1 Introduction 5

Part Two: 2.1 School Orientation Programme (SOP) 9

Part Three: 3.1 Principal or Head of Institution 11

Copyright © Open University Malaysia (OUM)

Part Four: 4.1 Postgraduate Diploma in Teaching 17

Copyright © Open University Malaysia (OUM)

Copyright © Open University Malaysia (OUM)

1.4 COURSE LEARNING OUTCOMES

2. Demonstrate the ability to teach with confidence in front of the class.

3. Reflects on the teaching practice for improvements from the supervisor.

1.5 PRACTICUM PARAMETERS

Specific requirements for each programme are outlined in the respective

1.6 PRACTICUM DURATIONS

1.7 IMPORTANT TERMS

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School Orientation Programme (SOP)

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Student-teachers are required to plan their respective teaching practicum

Figure 1: Teaching Practicum Flow Chart

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2.1 SCHOOL ORIENTATION PROGRAMME (SOP)

Figure 2: SOP Guidelines for Student-Teachers

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2.2 PRACTICUM SCHEDULE

Student-teachers must adhere to the following:

• Complete the hours according to the calendar date of commencement and

• Discuss the supervision schedule with the respective co-teacher and

• Teaching observations should be scheduled with the respective co-teacher or

• Compile the completed co-teacher and supervisor practicum observation form

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3.1 PRINCIPAL OR HEAD OF INSTITUTION

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

• Collaborate with OUM for the teaching practicum;

• Identify and appoint a trained and experienced teacher as the

• Assist the student-teacher in adjusting to the school environment and its

• Provide the necessary information to assist the student-teacher with the

• Provide the student-teacher with opportunities to observe and share

• Provide continuous guidance and feedback to the student-teacher;

• Report to OUM of any student-teacher discipline or medical matters; and

• Ensure that the student-teacher records his attendance throughout the

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• Discuss school policies, plans for classroom management, curriculum, and

• Observe student-teacher teaching lessons specified in the practicum and

• Discuss the student-teacher performance with OUM’s appointed supervisor;

• Provide opportunities for the student-teacher to observe experienced teachers

• Review and sign the student-teacher’s lesson plan;

• Guide the student-teacher in using teaching materials and suggest effective

• Schedule time for observation and evaluation.

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The following are the responsibilities of a supervisor (refer to Figure 3):

Figure 3: Responsibilities of a Supervisor

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The student-teacher’s responsibilities are as follows:

• Read and adhere to the aims and objectives of the practicum;

• Assume responsibility for his school or teaching institution’s placement;

• Submit timetable, copy of practicum schedule, and other related information to

• Prepare the SOP;