Practicum Training: The Readiness of Early Childhood Education Trainee Teachers in Malaysia for Teaching the English Communication Strands in Early Childhood Education

Abstract

Practicum training is a key component of trainee teachers' professional practice in the Bachelor of Teaching Programme (PISMP) in the Institute of Teacher Education Malaysia (IPGM). In the discipline of Early Childhood Education, trainee teachers are expected to complete two phases of practicum training: Phase I at Child Care Centre (TASKA) and Phase II at preschools under the Ministry of Education (MOE). The implementation of Phase II practicum in preschools is guided by the National Preschool Standard Curriculum 2017, which mandates the use of English as the medium of instruction for the English Language Communication Strand. Therefore,  this study aimed to investigate the preparedness of trainee teachers to plan and implement the English Language Communication Strand, as well as their readiness to use English as the instructional language in the classroom. This is a qualitative study with a case study design. Four participants were selected for the group through purposeful sampling. The PR2 Phase 2 Field Form (Preschool), lesson plan (RPS), interview methods, and a class timetable were utilised. The interviews were transcribed verbatim, and thematic analysis was employed to derive the findings. The findings indicated that the trainee teachers are well prepared to plan and implement instruction for the English Language Communication Strand. However, the findings suggested that they are less prepared to deliver instruction for the English Language Communication Strand by using English as the medium of instruction. Collaboration amongst various agencies is essential to ehance the English speaking skills of PISMP Early Childhood Education trainee teachers.