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UNIVERSITY OF PRISHTINA
FACULTY OF PHILOLOGY
ENGLISH DEPARTMENT
THE PRACTICAL COMPONENT OF TEACHING IN THE UNIVERSITY OF PRISHTINA
Students: Instructor:
Fjolla MORINA Mphil. Blerta MUSTAFA
Flutra SADIKU
Fjolla KELMENDI
Ylli BEKA
May 30th
2013
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TABLE OF CONTENT
ABSTRACT
I. INTRODUCTION
II. METHODOLOGY
2.1.Piloting
2.1.1.Participants
2.1.2.Procedure
2.2. MAIN STUDY
2.2.1.Participants
2.2.2. Structure
2.2.3.Procedure
III. RESULTS
IV. DISCUSSION
V.CONCLUSION
APPENDIX A
APPENDIX B
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Abstract
The findings suggests to show how much practical teaching is held and how it is developed in
some of the departments of the University of Prishtina (UP). The findings of the study revealed
that all of the students experienced practical teaching as being mainly a positive experience.
Practical teaching played an important part in their development by providing a context wherein
they could merge theory and practice. The characteristics that students value about practical
teaching are:having positive skills, being well prepared for the future, possessing creativity and
developing yourself in the field you are interested in.
Through the informations that have been collected with the questionnaire will have a realistic
and factual situation of practical teaching in University of Prishtina (UP).The data was collected
by a questionnaire that was distributed to different faculties of third academic year.100 students
of six different departments of the Uniersity of Prishtina (UP) participated in this research.
According to some of the responds that we have seen, most of the students want to do practice,
but for some departments appear a lot of difficulties because is a lack of the appropriate
conditions. This means that many professors consider that it is not necessary to do practice and
they value more the theoretical teaching. This study hopes to make a contribution towards the
understanding of student experiences of practical teaching in University of Prishtina (UP). It is
also hoped that through this study, further research in this field will be encouraged.
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I. Introduction
Practical experience also is an important component of all undergraduate and postgraduate
teaching courses.Teaching is a professional discipline and student teachers need the opportunity
to develop the skills and knowledge necessary to become effective practitioners. Practical
experience involves teaching in schools and other educational environments. It may also include
other duties associated with the teaching profession.Field work can also form part of teaching
education courses. Field work is experience gained in a particular education setting, which is not
assessed by the University.( Copyright 2013 La Trobe University. All rights reserved.CRICOS
Provider Code: VIC 00115M, NSW 02218K).
This research project attempted to explore and articulate an understanding of some of
the experiences of students following their final practical teaching session at a
school before graduating. Their transcripts were individually analyzed in order to extract themes.
Research conducted by M.Wagenaar (students teachers experiences pg.1) found the quality of
student practical teaching experiences in the field seems to be a major concern. Converting
theoretical knowledge into practice will always remain a challenge - learning to teach is a
complex process (Solomon, Worthy & Carter as cited in Farrell, 2002), concluded that practical
teaching is a phrase referring to the difficulty of shifting from theoretical training and academic
knowledge to the actual work.
Different students have different perceptions on how important is practical teaching, and how
much it will affect them in the near future ,and how much it will be helpful and needed .
However, there are also a quite number of students that does not prefer practical
teaching . They claim that in theoritical lessons are more effective, they have learned quite
enough which helped them in their personal development. For instance, they can see every day
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their teacher giving lessons , they see closely how a teacher should be able to direct students
attention to the lesson and how a teacher should be patient , careful , caring ,since she or he is an
example for the students. There are other traditional theories- the theory of practical, the theory
that learning is a process of assimilation, but the reward and punishment theory is one of the
most basic, and it is this theory that I shall refer to as symbolizing the traditional point of view on
learning. ( Copyright 1959 by the Association for Supervision and Curriculum Development.
All rights reserved. )
It is difficult, if not impossible, to define the proper relationship of theory and practice without a
preliminary discussion, respectively, the aim of theory and of practice. I shall assume without
argument that adequate professional instruction of teachers is not exclusively theoretical,
but involves a certain amount of practical work. The primary question as to the latter is the aim
with which it shall be conducted. Two controlling purposes may be entertained so different from
each other as radically to alter the amount,conditions, and method of practice work.( THE
RELATION OF THEORY TO PRACTICE IN EDUCATION1 by John Dewey).Concluded
that practice work thus considered is administered primarily with reference to the intellectual
reactions it incites, giving the student a better hold upon the educational significance of the
subject-matter he is acquiring,and of the science, philosophy, and history of education. Of
course, the results are not exclusive. It would be very strange if practice work in doing what the
laboratory does for a student of physics or chemistry in way of securing a more vital
understanding of its principles, should not at the same time insure some skill in the instruction
and management of a class.The theory of learning and teaching multiplication shows what
might be called signs of an evolution namely the growth of a collection of simple rules
and beliefs into a sophisticated system of concepts, suggestions and guidelines. Each theory, to a
certain point, arises from a practice situation and maintains a reciprocal (reflexive) relationship
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with that practice. Theory makes it simpler and more efficient to perform in practice, while
practice in its turn, as an application in reality, clarifies thought about the theory.
Production and use of theory (Fenstermacher, 1986) are not as strongly interwoven
with each other in every theory as they are in the (development of) theory of learning
and teaching multiplication, where the professional practice of teaching provides the
source for the development of theory and wherein reversetheory provides direction
to practice. We see here a parallel between the development of curricula in primary
education and for training teachers in primary education (Goffree, 1979).
An important factor that determines differences in the relationship between theory and
practice is the way in which theory is used. Theory can be used for instance to test practice (and
the other way around) or to anticipate on practice; in the latter case, it is a matter of theory in
action or theory on action (Theory and practice in teacher education by Schn, 1983).
Practical component of teaching is a rite of passage to all students have to undergo before
entering the work life and beginning their career.
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3.Methodology
The research process was conducted through a questionnaire survey method. The survey process
was developed by directly contacting students in selected faculties. The questionnaire was
prepared to enable the realization of the goals targeted in advance. The questionnaire should
answer by the topic Practical teaching at the University of Pristine.
3.1.Piloting
Firstly, we conducted a questionnaire with 10 questions and brought it in the classroom and
got feedback from the students and the teacher. After that we revise the questionnaire and
corrected them from the feedback that we got. Finally, we distributed the questionnaires to 10
different students to see if the questions are understandable and to measure the time that was
needed to fulfill the questionnaire.
Students found the topic very interesting and they were ready to answer the questions.
3.1.1.Participants
The piloting questionnaire was conducted to third academic year students which have done the
practical teaching. The participants were contacted privately in their faculties. There were 10
students that participated in the piloting and they did not have any difficulties answering the
questions. The piloting took place only one day to get the responds from the students.
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3.1.2.Procedure
The piloting questionnaire was distributed only in faculty of Medicine and Economy.
The average time of fulfilling the questionnaire was 10 minutes. The question were
understandable and the participants didnt found any difficulties.
3.2.Main study
3.2.1.Participants
This survey research was made in order to find out if the University of Pristine(UP) fulfill the
conditions of practical teaching and how much students are satisfied with those conditions and
how much they hold practical teaching. The questionnaire was distributed to 100 students ofthird
academic year in 6 different faculties. The students were 00 females and 00 males.
The study was set up to explore the question: Which are the advantages of practical teaching.
The third academic year students were chosen because practical teaching is mostly held in
the third year and they are considered that have more experience in practice and have more clear
perception for the future.
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3.2.2. Structure
The data for this research was conducted through a questionnaire which consists of 12 questions
and that three of them are sub questions, open and close ended questions. Ten questions were
multiple choices, one of them were point liker scale question and four open-ended questions.
In the question 11 and 11.1 most of the students even though they answer was YES they respond
NO,
because the only reason why they didnt respond wasthat they were too lazy to write down the
answer.
(see Appendix A).
3.2.3.Procedure
The questionnaire was distributed to students who held the practice at least once. It was
distributed in the corridors of faculties during the break between the lectures. The questionnaire
also were distributed together with our team. Students also responded to a background
information regarding their gender, age , faculty and department.
The appropriate instructions were given orally and the responds sheet took 10 minutes to be
completed by the students.
The data were collected according of answers that students had responds and it was analyzed
individually .The questionnaires were divided in to 25 copies per person.
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4. Results
After we collected the data through the questionnaire it was found out, that the majority of the
students said that they are very interested to hold practical teaching but 60% of them think that
teachers does not give much importance to it and 40% of the students thinks that the teachers
gives importance to the practical teaching. On the other hand 80% of the students think that
partical teaching is more advanced than theory and only 20% of them think the opposite. A very
important question was which are the advantages of the practical teaching, the results on this
question were the majority of the students have given their opinions by writing. Based on the
students answers most of the responds wrote that it will be helpful and needed in the future
career. In the question regarding how much practical teaching affects in your future the majority
of the participants said that it helps them a lot, for example if you apply for a job you are one
step further .Almost most of the participants said that there are not the appropriate conditions to
develop practical teaching. 24% of them they were in a school to see closely that how teaching
is practiced whereas most of the participants said the opposite of.
Regarded to how satisfied are students with practical teaching methods in their department only
4% answered that they are very satisfied and more than half of the students had different
problems to held practical teaching. Have you faced any problem during the practical teaching,
majority of the respondents said yes and this question also have to write down the answer and
most of them write that have many problems which their departments do not take
responsibilities. On the last question which was about the success that they had in holding
practical teaching more than half said that they had sufficient success whereas only 20% of the
participants have not noticed any difference. For the rest see (Appendix B).
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Fig.1. Graphic results of the first question
71%
17%
12%
Are the students interested to holdpractice
Yes
No
Not at all
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5. Discussion
The participants in this particular research were the students of the faculties, asked to provide
selected information about their individual experiences. This research shows the phenomenon of
practical teaching . The finding was that the participants in this study experienced practice
teaching as mainly a positive learning experience that played an enormous role in their
development as teachers by providing a context wherein they could merge theory and practice.
Regarding to determine the positive aspects of practical teaching with respect to the respondents,
the finding was that all of them had experienced the benefits of practical teaching. This solid
base had then impacted positively on the whole experience.To ascertain the negative aspects of
practice teaching with respect to the respondents, the finding was that there are not the
appropriate conditions to hold the practice and for some this influenced negatively. The most
challenging aspect of practical teaching is that even with the lack of conditions for some of
students who held it, it was very helpful and useful for the future. This study has implications for
future of the universities to enhance the practical teaching experience and students should
prepare themselves for its challenges and demands.
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Appendix A- Practical teaching in the University of Pristine
The reason why participants even though they responds was YES they responded NO becausethey
were too lazy to write it down.
11. Have you ever had any problems during the practical teaching? ( Please circle one of the
options).
a) Yes b) No
11.1 If your answer is Yes, which are those problems? (Please write down your answer).
_______________________________________________________________________
_______________________________________________________________________
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Appendix B
Regarding to the question that have you ever held practical teaching in your department the
majority of participants said yes whereas a few of them responded the opposite.
In the question that how much practical teaching helped you in the theoretical teaching more
than half of the participants responded that it was very helpful and only 10% of them said that
they are not very satisfied.
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REFERENCES:
(Solomon, Worthy & Carter as cited in Farrell, 2002)
Tang (2003)
.( Copyright 2013 La Trobe University. All rights reserved.CRICOS Provider Code:
VIC00115M, NSW 02218K).