International Association of Educators   |  ISSN: 1308-951X

Original article | International Journal of Research in Teacher Education 2018, Vol. 9(4) 36-55

Revisiting Post Graduate Diploma for Teaching (PGDT) In-service Trainee Teachers’ Lived-experiences of Teaching Practice

Yismaw Nigussie

pp. 36 - 55   |  Manu. Number: MANU-1810-23-0002

Published online: December 23, 2018  |   Number of Views: 304  |  Number of Download: 833


This paper focuses on a qualitative phenomenological study concerned with revisiting the lived experience of Post Graduate Diploma in Teaching (PGDT ) summer in-service novice teacher trainees on teaching practicum as a fundamental component of teacher education in Ethiopia, Bahir Dar University, College of Education and Behavioral Sciences. It addresses some of the issues and concerns associated with major challenges encountered by teaching practice practitioners in secondary schools like the incompatibility between theory and practice, workload, ill-defined mentoring support, poor collaboration between the college and partner schools and implementation of certain pedagogical orientations during teaching practicum placement. Purposive sampling was used to select participants. Data were collected through semi-structured and in-depth open interviews. The findings indicate that trainee teachers undergo varied and often challenging experiences during teaching practicum. To counter some of the concerns, suggestions are made to improve certain aspects of teaching practicum. There is need for realistic school-college partnerships, improved structures of school-based professional support, revising the framework of PGDT and a deeper awareness of the complexity of learner-centered pedagogy and classroom management. It is imperative that teacher educators engage with these findings to further improve the design of teaching practicum and the overall quality of teacher education and teaching in Amhara Regional State secondary schools, in Ethiopia.

Keywords: revisit, lived experiences, student-teachers, PGDT, mentors, tutors, school leaders

How to Cite this Article?

APA 6th edition
Nigussie, Y. (2018). Revisiting Post Graduate Diploma for Teaching (PGDT) In-service Trainee Teachers’ Lived-experiences of Teaching Practice . International Journal of Research in Teacher Education, 9(4), 36-55.

Nigussie, Y. (2018). Revisiting Post Graduate Diploma for Teaching (PGDT) In-service Trainee Teachers’ Lived-experiences of Teaching Practice . International Journal of Research in Teacher Education, 9(4), pp. 36-55.

Chicago 16th edition
Nigussie, Yismaw (2018). "Revisiting Post Graduate Diploma for Teaching (PGDT) In-service Trainee Teachers’ Lived-experiences of Teaching Practice ". International Journal of Research in Teacher Education 9 (4):36-55.


    Adey, K. (1997). First impressions do count: mentoring student teachers. Teacher Development.1 (1):123-133.

    Anhorn, R. (2008). The profession that eats its young. Delta Kappa Gamma Bulletin, 74(3), 15-26.

    Bartlett, S. and D. Burton. 2007. Introduction to education studies. London, Sage.

    Beck  et. al.(2007).  Components of a good practicum placement: Student teacher perceptions. Teacher Education Quarterly, 29(2), 81–98.

    Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology, 26(4), 519-539.

    Brouwer N. and F. Korthagen. 2005. Can teacher education make a difference? American Educational Research Journal. 42(1): 153–224.

    Campbell, C. (1992). Building bridges in teacher education: Tearing down barriers we have constructed. In B. Driscoll & W. Halloway (eds.), Building bridges in teacher education: New South Wales, Australia: University of New England. pp. 31-42.

    Cincioğlu, O. (2011). Practicum in English language teaching as perceived by mentors at cooperating schools in Istanbul. Unpublished Doctoral Dissertation. İstanbul University, İstanbul, Turkey.

    Creswell, J.W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. (4th ed.). Upper Saddle River, NJ: Pearson.

    Creswell, J. W. & Planoclark, V. (2007). Designing and conducting mixed methods research. USA: Saga publication, Inc.

    Creswell, J.W. 2005. Educational research: Planning, conducting and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson.

    Fantilli, R.D. and McDougall, D.E. (2009). A study of novice teachers: challenges and supports in the first years, Teaching and Teacher Education (25), 814–825.

    Farrell,T.S.C, 2008, Learning to Teach Language in the First Year: A Singapore Case Study, in Novice Language Teacher, ed., T.S.C. Farrell, Cambridge: Cambridge University Press.

    Gan, Z. (2013). Learning to teach English language in the practicum: what challenges do non-native ESL student-teachers face. Australian Journal of Teacher Education, 38(3), 92-108

    Golafshani, N. (2003) Understanding Reliability and Validity in Qualitative Research. The Qualitative Report. 8 (4), 597-607.

    Goodson, I. 2003. Professional knowledge, professional development. Maidenhead: Open University Press.

    Gregory, al. (2011). Changing directions through VirtualPREX: engaging pre-service teachers in virtual professional experience. Changing demands, changing directions: Proceedings of the Ascillite 2011 Conference, Hobart, pp. 491-501

    Guarino, C.M., L. Santibanez and G.A. Daley. 2006. Teacher recruitment andretention: A review of recent empirical literature. Review of Educational Research. 76(2):173–208.

    Hancock, D. and Algozzine, B. (2006). Doing Case Study Research: APracticalGuideforBeginningResearchers. Teachers College, Columbia University: New York.

    Hatch, A. (2002). Doing Qualitative Research in Educational Settings. State university of New York press.

    Huysman, J. T. (2008). Rural teacher satisfaction: An analysis of beliefs and attitudes of rural teachers’ job satisfaction. Rural Educator, 29(2), 31-38.

    Ingersoll, R. M. (2001a). Teacher turnover and teacher shortage: An organizational analysis. American Educational Research Journal, 38(3), 499-534.

    Inman, D. & Marlow, L. (2004). Teacher retention: Why do beginning teachers remain in the profession? Education, 124(4), 605-614.

    Johnson, S. M. (2006). BCQ. Journal of Educational Change, 7, 103-104.

    Johnston, D.H. (2010). Losing the joy’: Student teachers’ experiences of problematic relations with host teachers on school placement. Teacher Development. 14 (3): 307–320.

    Kagan, D. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(3), 129-168.

    Kahn, B. (2001). Potrait of success: CTs and the student teaching experience. Action in Teacher Education, 22(4), 68-78.

    Kinsey, G. (2006). Understanding the dynamics of no child left behind: Teacher efficacy and support for beginning teachers. Educational Leadership and Administration, 18, 147-162.

    Kokkinos, C. M. (2007). Job stressors, personality, and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229-243.

    Melnick, S. A. & Meister, D. G. (2008). A comparison of beginning and experienced teachers’ concerns. Educational Research Quarterly, 31(3), 39-56.

    Murray-Harvey, R. et al. (2000). Under stress: the concerns and the coping strategies of teacher education students. European Journal of Teacher Education, 23(1), 19-35.

    Murshidi, R. (2006). Sense of efficacy among beginning teachers in Sarawak. Teaching Education, 17(3), 265-275.

    MoE. (2003b). Practicum guidelines for developing courses. Addis Ababa.

    MoE (2009b). Postgraduate diploma in teaching (pgdt), curriculum framework for secondary school teacher education program in Ethiopia. Addis Ababa. Ministry of Education.

    Richards, J. C. and Crookes, G. (1988). The practicum in TESOL. TESOL Quarterly, 22 (1), 9- 27.

    Roness, D. 2010. Still motivated? The motivation for teaching during the second year in the profession, Teaching and Teacher Education.

    Roulston, K., Legette, R., & Womack, S. T. (2005). Beginning music teachers' perceptions of the transition from university to teaching in schools. Music Education Research, 7(1), 59- 82.

    Sarantakos, S. (2005). Social research (3rd ed.). New York: Palgrave Macmillan.

    Schulz, R. 2005. The practicum: More than practice. Canadian Journal of Education. 28(1 & 2): 147.167.

    Solomon Amare. (2006). "TESO Seen as a Strait-jacket of trendy methodologies teachers' perspectives." In proceedings of the conference on teacher education for sustainable development in Ethiopia. College of education, Addis Ababa:Addis Ababa University.

    Stuart, C., & Thurlow, D. (2000). “Making it their own: Preservice teachers’ experiences, beliefs and classroom practices.” Journal of Teaching Education, 51(2), 113-121.

    Tüzel, A. E. B. & Akcan, S. (2009). Raising the language awareness of pre-service English teachers in an EFL context. European Journal of Teacher Education, 32(3), 271-287.

    Yost, D. S. (2006). Reflection and self-efficacy: Enhancing the retention of qualified teachers from a teacher education perspective. Teacher Education Quarterly, 33(4), 59-74.

    Yunus, M. M., et al. (2010). Understanding TESL PTs’ teaching experiences and challenges via post-practicum reflection forms. Procedia-Social and Behavioral Sciences, 9, 722-728.

    Zeichner, K. 2010. Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education. (1-2): 61–89.