علیرضا سهرابی

Despite its recognized importance in preparing prospective teachers for the realities of the classroom, the practicum in Iranian TEFL programs faces several challenges that can significantly impact its effectiveness and hinder the development of competent and confident TEFL teachers in the country. This study, characterized as a comprehensive nationwide triangulated project, aimed at exploring and comparing the perception of the Iranian TEFL Preservice Teachers (PSTs) and the corresponding stakeholders on major issues, problems and challenges of the practicum program at Farhangian University. To these ends, a researcher-made practicum evaluation questionnaire was distributed among the participants (including 230 PSTs and 215 stakeholders) whose answers were analyzed through factor analysis. Based on factor loadings, nine major extracted factors in the two participant groups were compared through Independent Samples t-tests. The results showed that PSTs and stakeholders shared common perceptions on six factors while they held different perceptions only on three other factors. A semi-structured interview was additionally designed and conducted with 15 PSTs and 15 stakeholders. Finally, 10 practicum courses were observed to obtain an accurate understanding of the current situation of ELT PSTs’ internship education in Iran. The findings uncovered major issues and challenges with regard to ELT practicum including (a) limited adaptability and innovation in instructional approaches, resources, and materials utilized by the cooperating teachers who served as a role model for PSTs, (b) insufficient collaboration between educational institutions and universities, (c) lack of proper supervision by university advisors, d) insufficiency of time allotted to PSTs for teaching,  and e) huge gap between theoretical concepts related to the practicum principles studied in university courses with the practical realities faced by PSTs in the school environment, to name a few. The findings of the study might firstly give some insight to universities and schools in developing and implementing high-quality practicum programs that might contribute to the advancement of ELT teacher education programs. Moreover, the study can contribute to our understanding of the extent to which PSTs can integrate theoretical knowledge into their teaching practices.