USING AN EXPLORATORY FACTOR APPROACH TO DETERMINE STRATEGIES FOR EFFECTIVE IMPLEMENTATION OF TEACHING PRACTICUM IN SCHOOLS IN GUJRAT DISTRICT

Abstract

The teaching practicum serves as a critical component of teacher education programs, bridging theoretical knowledge and classroom practice. However, its effective implementation often faces challenges related to supervision, school–university collaboration, and resource allocation. This study aims to identify and determine strategies for the effective implementation of the teaching practicum in schools within the District of Gujrat using an exploratory factor approach. Data were collected from prospective teachers, cooperating teachers, and university supervisors through a structured questionnaire. Exploratory factor analysis (EFA) was employed to uncover underlying dimensions that contribute to successful practicum experiences. Findings revealed four key strategy domains: (1) collaborative school–university partnerships, (2) structured mentoring and feedback mechanisms, (3) practical resource and logistical support, and (4) professional development and reflective practices. These factors highlight the importance of a multi-stakeholder approach to ensure the practicum’s effectiveness. The study provides valuable insights for teacher education institutions, policymakers, and school administrators, suggesting that strengthening coordination, support systems, and reflective opportunities can significantly enhance the quality and impact of teaching practicum programs in Gujrat.

Keywords: Teaching practicum, exploratory factor analysis, teacher education, mentoring, Gujrat district