Needs Assessment on Teaching Professional Practicum in the Three Southernmost Provinces through the Views of Students, Mentors, Supervisors and School Administrators

Abstract

The purpose of this study was to study the needs of teaching professional practicum in the three southern border provinces through the views of students, mentors, supervisors, and schools administrators. The sample consisted of 580 teacher students of the Faculty of Education, 100 mentors. 20 supervisors and 39 school administrators. The qualitative data consists of 27 students, 30 mentors, 2 supervisors, and 2 school administrators. The research instruments were the needs assessment and the semi-structured interview forms on teaching professional practicum. Data was analyzed the gap between actual data and the expected condition of the teacher professional experience unit by means and standard deviation (SD), ranked the importance of the need for the unit of professional experience using Priority Needs Index ( PNI_modified).  The research found that Essential needs assessment reflects that the opinions of each group are very different from each other in terms of evaluation. For example, the teacher students need to allocate time for their mentors to provide mentoring for research. Including teaching media support. While the mentors need to be coordinated by the administrators of the faculty. And concern for parents ‘understanding of the students’ including feedback from teachers. For supervisors, there is an urgent need for support from school administrators. Including the development of personality as a teacher for teaching students. While school administrators have a need for education. Teachers’ experiences in classroom research. Creating innovative media Include coordination from system administrators.