3

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A Study of Problems of Practicum course Provided for EFL Teacher Student
at Nakhonsawan Rajabhat University
* . **
Neranchala Jarujit and Dr.Songsri Soranasataporn

5
1 90 2
2 2
1
2
7 4

( Content
Analysis) 5

; Email: neranchala.j@gmail.com
; Email: songsri.ts@gmail.com

**

 3
25 ..2556

Abstract
The purpose of the study was to investigate the problems of practicum course of the fifth year EFL
teacher students of the Faculty of Education at Nakhonsawan Rajabhat University. This study also
examined teacher students opinions regarding teaching practice to be emphasized in the practicum
course. A mixed method paradigm was selected for this research study. The participants of this study
included two groups: students and teachers. The former included 90 fifth year EFL teacher students who
completed all coursework and enrolled their practicum course in first semester of academic years of
2013. The latter included two university teachers who have the different years of experience and two
teachers from secondary school and elementary school. They were selected by purposive sampling and
simple random sampling. Two research instruments were used in this study: questionnaires and semistructure interview. The questionnaires included two sections: demographic data and problems during
their teaching practice. Seven students and those four teachers were asked to be the volunteer of the
interview section. Quantitative data were analyzed by descriptive statistics (frequency, mean, and
standard deviation); whereas, qualitative data were analyzed by content analysis. The finding showed that
the concerning problems of EFL teacher students at Nakhonsawan Rajabhat University were as follows.
Classroom management was the main problem of those EFL teacher students. In addition, the EFL
teacher students were not having the abilities to deal with the unexpected situation in the classroom,
control the students during the lesson, create the learning environment, and attractive the students
interesting.
Key Word: Teacher Students Practicum, Course Teaching Practice

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100
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(Armutch & Yaman, 2010)
(Kusumoto,2008)
(Need Analysis) (Grier, 2005)

(Grossman et al, 2009)

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(Saricoban, 2010 & Applegate and Lasley, 1985 & Calderhead and
Shorrock, 1997)
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2539; , 2542; Saricoban, 2010; Applegate and Lasley, 1985; Calderhead and Shorrock, 1997)

2 1 5
1/2556 90
(Sample random Sampling) 78
(Krejcie & Morgan, 1970) 2
2 2

[6-154]

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1 2 1) 2)
(rating scale)
5 5 = 1 = 30
(Semi-Structured Interview)



(Content Analysis)

90 90

7

1


M* SD*

2.53 0.17
3.16 0.16
2.69 0.16
2.84 0.16
2.77 0.17

M* SD*

2.66 0.19
2.14 0.19
2.16 0.18
2.53 0.17

[6-155]

 3
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2.28 0.17
2.40 0.17

2.16 0.12
2.34 0.15
2.59 0.16
3.19 0.19
2.88 0.22
2.41 0.20
2.41 0.17
2.25 0.20
2.58 0.17
2.83 0.18

2.94 0.18
2.97 0.15

3.25 0.19
2.19 0.21
2.83 0.18

3.26 0.17
3.55 0.17
3.06 0.16
3.10 0.18
3.04 0.17
3.20 0.17

3.05 0.18

2.97 0.15
3.00 0.18
2.84 0.18
2.93 0.17
2.82 0.18
n = 78
*M= * SD=

1 3.20 (SD= 0.17)

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2.40 (SD= 0.18)

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http://social.obec.go.th/node/89
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21. .10(1).
. 2544.
2544. :
.
. 2549. 1 . : . (1999).
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Some Critical Incidents and My Journey. Reflective Practice.2(1).
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