Federal TVET Institute
Addis Ababa, Ethiopia
VOCATIONAL PEDAGOGY DEPARTMENT
PRACTICE TEACHING GUIDELINES
RATIONALE
Practice Teaching is the key phase and the most important experience in the pre-service
preparation of future teachers. It is designed to provide the student teachers with
opportunities to put into practice the learning competencies they have acquired in the teacher
education program and at the same time harness their teaching competencies. This stage
bridges theory and practice since it provides the teachers the clinical experience in an actual
setting.
Specifically, Practice teaching is the culmination of this pre-service training. It serves as the
transitional phase between the student’s role full-time student and his/her future role of full-
time teacher. This course is meant to provide the student teachers opportunities to apply the
principles, strategies and evaluation in actual teaching – learning situations. It includes
experiences that will reinforce the selection, preparation and utilization of appropriate teaching
techniques and instructional materials. Its major concern is the training of prospective teachers
who will professionally and socially meet the standards that will enhance their position in the
classroom, in the campus, in the industry and in the community where they will ultimately work
or live.
Practice Teaching is a full –semester pre-service of would-be-teachers. As such, it requires full
commitment and dedication from the student teacher. The primary purpose of the student
teaching experience is to provide beginning educators with a carefully mentored experience to
develop and enhance knowledge, skills, and dispositions necessary to positively impact student
learning and development.
THE OBJECTIVES OF PRACTICE TEACHING
The Practice Teaching program has the following objectives:
[Link] provide opportunities to would be teachers to apply in actual situations the principles
learned regarding the teaching-learning process;
2. To provide opportunities for prospective teachers to evaluate themselves and discover their
strengths and weaknesses in certain phase of the teaching job by putting themselves and their
ideas in actual teaching situations;
3. To provide exposure for a more comprehensive realistic picture of the instructional system of
which a future teacher will be a part;
3. To develop the competencies and attitudes needed by a teacher in order to function
effectively as a classroom teacher;
4. To identify the problems of actual teaching and to cope with the necessary adjustment in
changing classroom conditions; and,
5. To empower the student-teacher with critical thinking skills, creativity and desirable values
toward the teaching profession.
I. PROGRAM OF ACTIVITIES FOR PRACTICE TEACHING
Practice Teaching is done on-campus (at the laboratory school only). The whole program
includes basically three phases: orientation period, preparation period, and actual teaching
demonstration.
1. Orientation Period
This period is spent in getting oriented to the environment, policies, guidelines, and course
requirements of the laboratory school.
Activities include:
1. Discussion of the philosophy and objectives of practice teaching, the roles/responsibilities of
a student teacher and other relevant topics;
3. Clarification of course requirements and expectations such as those required for the portfolio
entries.
2. Preparation Period
A great portion of this period is devoted in preparing all teaching paraphernalia that include
TTLM, Curriculum, Session Plan and Instructional Materials in preparation for the actual
teaching demonstration.
3. Actual Teaching Demonstration
The student teacher teaches on his field of specialization on any preferred topic in any year
level or in own practice teaching class or other classes possible.
There will be at least 2 teaching demonstrations to be evaluated. The First Teaching
Demonstration is a micro teaching wherein the preparations and delivery will be done by group
(of five members), and the Final Teaching Demonstration will be executed wherein topics
should be based on the field of specialization, and the preparation and delivery will be done
individually.
Besides actual teaching, the student teacher undergoes additional experiences in other
teaching related functions such as structuring the classrooms, preparing, administering, and
interpreting test results. The student teacher is expected to experience all aspects of full-time
teaching responsibilities. In all phases of the practicum the Supervising Teacher will be available
to provide support, suggestions, alternatives, and guidelines.
II. PRACTICE TEACHING PORTFOLIO
After the final demonstrations, the student teachers will have to spend their time finalizing the
entries of their portfolio and evaluation forms.
1. Portfolio Entries (folder of reports or information bank)
1. Cover Page
2. Dedication
3. Acknowledgement
4. Personal Educational Philosophy
5. Table of Contents
6. A Resume
7. Vision/Mission of the Institute & Pedagogy Department
8. List of Professional Readings (Titles and authors)
9. Lesson/Session Plans
10. Evaluation Forms
11. Daily Time Record
Note: must include a summary of absences, stating the reasons of absences
14. Documentation (with a brief description/caption) (1 page each of the following categories)
Participation in School activities (if applicable)
Demonstration teaching/s
III. EVALUATION CRITERIA FOR STUDENTS` PRACTICE TEACHING
Student teachers are evaluated in their Practice Teaching based on the following weight:
A. Demonstration Teaching: 70%
2. First Demo ( Group Micro Teaching) 30%
3. Final Demo (Individual) 40%
B. Portfolio: 20%
1. Comprehensiveness
2. Presentation (Visual appeal,
organization, correctness of form and format)
3. Originality of reports
C. Professional Ethics (observance of school 5%
policies, procedures and guidelines)
D. Attendance 5%
TOTAL 100%
FEDERAL TVET INSTITUTE
Addis Ababa, Ethiopia
VOCATIONAL PEDAGOGY DEPARTMENT
EVALUATION SHEET FOR CLASSROOM INSTRUCTION
Student Teacher: ___________________________ Date__________ Time _____________
Subject: _____________________________ Year & Section: ______________Room______
Rating Interpretation: 4- Superior/ Very Good 2- Fair
3- Good 1- Unsatisfactory
A. TEACHER’S PERSONALITY 4 3 2 1
1. The Teacher is neat and well-groomed.
2. The teacher is free from mannerism that tends to disturb
the student’s attention.
3. The teacher’s personality is strong enough to command
respect and attention.
4. The teacher shows dynamism and enthusiasm.
5. The teacher has well-modulated voice.
B. LESSON PLANNING/ESSION PLANNING 4 3 2 1
1. Lesson plan/Learning plan is well prepared.( Sequence of
the lesson is correct, content is relevant and the training
method is suitable)
2. There is congruence between
a. Objective and subject matter
b. Objective and teaching procedure
c. Objective and evaluation
C. CONTENT 4 3 2 1
1. The teacher demonstrates in depth knowledge of the
subject matter.
2. He/she is able to relate lessons to actual life situations.
3. Keeps abreast of new ideas and understanding in the field.
4. Gives sufficient and concrete examples to create
meaningful learning experiences.
D. TEACHING METHODS 4 3 2 1
1. Method/s used was/were suited to the needs and
capabilities of the students.
2. The teacher was creative enough to adapt his/her method
to the students’ capabilities.
3. Visual aids and other examples were used to illustrate the
lesson.
4. The teacher made effective use of the formative test after
teaching.
E. CLASSROOM MANAGEMENT 4 3 2 1
1. The teacher had a systematic way of checking
a. Attendance
b. Assignment/homework/agreement
c. Practice exercises
d. Group work/projects
e. Passing in and out of the room
f. Correcting, distributing, and collecting paper
2. Order and discipline were present in the classroom.
3. Visual aids were within easy reach of the teacher in his/her
teaching
F. QUESTION SKILLS 4 3 2 1
1. The teacher’s questioning skill stimulates discussion in different ways such as
a. Probing for learner’s understanding
b. Helping students articulate their ideas and thinking
process
c. Promote risk-taking and problem solving
2. Facilitates factual recall
3. Stimulates curiosity
4. Helps students to ask questions
AVERAGE SCORE: _______________________
OTHER COMMENTS:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
___________________________________
Evaluator’s signature over printed name
SPECIFIC ACTIVITIES IN PRACTICE TEACHING COURSE (Activities for teaching demonstration
preparation and portfolio entries)
Activity 1 Evidence Time Frame
1. Orientation Phase Submission of the curriculum that 1 class
2. Curriculum Preparation (refer to was developed. meeting
OS)
Activity 2 Evidence Time Frame
1. Session Plan Preparation, to Each student is required to 3 class
include discussions on: prepare an individual session plan, Meetings
1.1. Teaching Methodology teaching aids and devices, and
and Strategies learning guide in preparation for
1.2. Instructional Aids and actual teaching demonstration.
Devices
1.3. TTLM Development For the Micro Teaching, each
1.4. Classroom Management group will prepare one session
plan, teaching aids and devices,
and learning guide as the group
output for the micro teaching.
Note however that other than the
group output, each one should
have a separate preparation and a
separate output for the individual
portfolio.
Activity 3 Evidence Time Frame
2. Micro Teaching Group Presentation 3 Class
Meetings
Activity 4 Evidence Time Frame
Class discussions on:
1. Art of Questioning Final Demonstration Observation 7 Class
2. Final Teaching Demonstration Meetings
Activity 5 Evidence Time Frame
3. Finalization and Submission of The Portfolio is the Final 1 Class
Portfolio Requirement to complete the meeting
course in Practice Teaching
FEDERAL TECHNICAL AND VOCATIONAL EDUCATION
AND TRAINING INSTITUTE
Addis Ababa, Ethiopia
DIVISION OF VOCATIONAL PEDAGOGY AND LANGUAGE AND BASIC SCIENCES
VOCATIONAL PEDAGOGY DEPARTMENT
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A PRACTICE TEACHING PORTFOLIO
SUBMITTED TO THE VOCATIONAL PEDAGOGY DEPARTMENT
------------------------------------------------------
IN PARTIAL FULFILLMENT OF THE REQUIREMENT IN THE
PRACTICE TEACHING COURSE
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SUBMITTED BY:
MISKIR SOLOMON
ICT
FEBRUARY, 2015
ACKNOWLEDGEMENT
I would like to extend my profound gratitude to all people who were always supportive and
sincere to him in giving material, physical, moral, intellectual and spiritual help in the
completion of this endeavor. It is therefore high time to thank them for the big and small
assistance extended.
Ato Bizunah Abebe Sheena, Deputy Director, Deputy Director, TVET Institute, whose heart is
always filled with kindness in supporting the students,.
To all teachers of this institute for their untiring and unselfish support and intellectual advises
rendered.
Yonas Shiferaw, for his enlightenment and encouragement.
Abebe, Solomon, Hanna, Kidist, Nanati for their friendly suggestion and help.
Firihun, Elsa, Mahalet, who is always a source of joy to me
Above all to the Almighty God, the source of intellect and strength, for His guidance in the
pursuit of this academic endeavor.
MISKIR
MY PHILOSOPHY OF EDUCATION
What is your personal philosophy of education? … You are required to formulate it .
Your philosophy of education is you “window” to the world and “compass” in life. Hence it may
be good to put that philosophy of education in writing. Your philosophy of education is always
reflected in your dealings with the students, colleagues, parents and administrators. Your
attitude towards problem and life as a whole has underlying philosophy. In this page you will
articulate your thoughts on how to perceive, the students on what are the desirable attitudes,
and values, on what and how you must therefore teach. If you articulate your philosophy of
education, you will find yourself more consistent in dealings with other people, in your action
and decisions.
What does a philosophy of education contain or include?. It includes the concept about:
the human person, the students in particular and the educated person
what is true and good and therefore must be taught
how a students must be taught in order to come close to the truth
what is true and good and therefore must be taught
how the students must be taught in order to come close to the truth.
Here is the example…
I believe that every student has a natural interest in learning and is capable of learning.
He can be influenced but not totally by his/her environment.
He is unique and so comparing him with other students has no basis.
He does not have an empty mind, rather is full of ideas and it is my task to draw out these
ideas.
I believe that my task as a teacher is to facilitate the development of every students to the
optimum level by:
reaching out all students without bias
making every student feel good and confident about him
helping every student to master his craft with confidence
help them to be a better citizens of the country
TABLE OF CONTENTS
RESUME/ CURRICULUM VITAE
VISION & MISSION OF THE INSTITUTE AND VOCATIONAL PEDGOGY DEPARTMENT
LIST OF PROFESSIONAL READINGS
CURRICULUM
LESSON PLAN/ SESSION PLAN
Training, Teaching Learning Materials (TTLM)
EVALUATION FORM
DAILY TIME RECORD
MONTH & CLASS DAY SCHEDULE
Month of November AM PM
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PICTURE OF MICRO TEACHING AND FINAL DEMONSTRATION TEACHING
