Reflection of the Practicum Experience (Essay Sample)

Student Name
Instructor Name
Course name and number
Date
Reflection of the Practicum Experience
My practicum experience made me realized what it meant to teach reading-grammar-listening and speaking and when one first begins to teach on practice (I thought about where such meaning came from – a practical philosophy) but I also needed to concretise such thinking into practical reasonableness (knowing how to act for the good from this meaning) through reflective awareness with others about their experiences. I was required to move around within my own horizons of understanding as a finite human being, looking at the situations as a pre-service teacher.
Also, that my practicum experience is only one part of my teacher education programs. In addition to practicum experience, a typical teacher education programs are comprised of content-knowledge courses and methods courses. Ideally each of the three components works in harmony with the others to prepare teachers for their professional career and provide opportunities for continued professional growth. The experiences are intended to facilitate the transfer of learning from the theory-based methods and knowledge-based content courses to a more practical application experience for future excellent teachers. For example, as a teacher I may learn about a classroom management strategy as part of a course, but without an opportunity to try out the strategy in my own classroom, the teacher is unlikely to completely understand the strategy. In addition, the teacher is less likely to completely understand the strategy.
It was great experience for me because I applied what I learn from the program.
In addition, my experience helped me realize how the process of finding meaning is more complex than just mutual agreement or dissent, coming from a “context of mutual
agreement in which we ourselves exist.” Hermeneutics offers a way into understanding
an educational situation or event (here with pre-service teachers as they consider the idea of teaching curricula).
I could also say that my practicum experience was a difficult but an enjoyable experience. Unfortunately, field work and practicum experiences are often provided as a supplementary rather than complementary component of traditional teacher education. And because many of the typically described field experiences are disconnected from other teacher education coursework, teacher candidates experience a fragmented program of preparation or professional growth. Thus, it seems the limitations of the traditional use and structure of field experiences may me as a teacher candidate who poorly prepared for the...