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Fourteen volunteer participants maintained a reflective journal throughout the teaching period to capture perceived teaching concerns and confidence. Eighteen derived concerns were organized into four themes: classroom management and discipline, institutional and personal adjustment, classroom teaching, and student learning. The paper highlights underlying reasons for these concerns to inform future management and development in teacher education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/listening-to-the-concerns-of-student-teachers-in-malaysia-during-teaching-practice-article-3/594422/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/listening-to-the-concerns-of-student-teachers-in-malaysia-during-teaching-practice-article-3/594422.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What did the study ask Malaysian student teachers to do during their practicum?","Question",{"text":112,"@type":113},"The study asked 14 volunteer student teachers to keep a reflective journal during the practicum to document teaching concerns and confidence to teach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the student teachers’ concerns organized in the study?",{"text":117,"@type":113},"Eighteen derived concerns were grouped into four main themes: classroom management and student discipline; institutional and personal adjustment; classroom teaching; and student learning.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper focus on the reasons behind student teachers’ concerns?",{"text":121,"@type":113},"It aims to draw attention to the underlying reasons given by student teachers prior to and during the practicum, so areas of concern can be integrated into future teacher education management and development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594422,1792166027,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \nVolume 36 | Issue 3 Article 3  \n2011  \nListening To the Concerns of Student Teachers In Malaysia During Teaching Practice  \nPauline S. Goh  \nSultan Idris Education University, Malaysia  \nBobbie Matthews Flinders University  \nRecommended Citation  \nGoh, Pauline S. and Matthews, Bobbie (2011) \"Listening To the Concerns of Student Teachers In Malaysia During Teaching Practice,\"Australian Journal of Teacher Education: Vol. 36: Iss. 3, Article 3.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol36/iss3/3](http://ro.ecu.edu.au/ajte/vol36/iss3/3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol36/iss3/3](http://ro.ecu.edu.au/ajte/vol36/iss3/3)  \nAustralian Journal of Teacher Education  \nListening To the Concerns of Student Teachers In Malaysia During  \nTeaching Practice  \nPauline Swee-choo Goh  \nSultan Idris Education University  \nMalaysia  \nBobbie Matthews  \nFlinders University  \nAbstract: This study examined the concerns and experiences of  \nMalaysian student teachers during their practicum. The 14  \nstudent teachers who volunteered were asked to maintain a  \nreflective journal throughout their practicum to document their  \nteaching concerns and confidence to teach. Eighteen derived  \nconcerns were identified and placed into four main themes: (a)  \nclassroom management and student discipline; (b) institutional  \nand personal adjustment; (c) classroom teaching; and (d)  \nstudent learning. Specific comments were sought to provide  \ncitations that represented their concerns. This paper has  \nintended to draw attention to the underlying reasons given by  \nstudent teachers about their concerns prior to and during the  \npracticum in order to integrate areas of concern into future  \nmanagement and development of teacher education. The value  \nof the study was in the pursuit of using student teachers’own  \ncapacity to self-assess and appraise their circumstances as a  \nresearch area in teaching; and showed how the understanding  \nof learning to teach could be enriched through their own self  \nawareness of the circumstances surrounding them.  \nIntroduction  \nTeaching practice (or more popularly known as the practicum) is recognised as one of the most important aspects of a teacher education (Farrell, 2008) . Teacher education institutions worldwide, including Malaysia, are under increasing pressure to prepare their student teachers better for the actual world of teaching, and the practicum provides an avenue by which this expectation may be addressed. During practicum, the student teachers are given the opportunity to experience and‘experiment’ their knowledge and skills in an authentic teaching and learning environment (Kennedy, 1996) .  \nResearchers have tried to increase understanding of the value of the practicum to student teachers from various perspectives ranging from the preparation, actual participation, and the learning outcomes ofthe practicum. Various qualitative investigations (e.g. Rodman, 2010; Trent, 2010; Etherington, 2009; Faizah, 2008) have included reflective thinking as a helpful method to describe the reality of student teachers’experience during the practicum as it allows more meaningful understanding of the practicum from the point of view of the  \nVol 36, 2, March 2011 92  \nAustralian Journal of Teacher Education  \nstudent teachers. This method is used in the present study to provide insights into the formative experiences student teachers undergoing their practicum have in learning to teach, from a distinctly Malaysian perspective. What were their thoughtsand feelings, what hindrances did they experience, what fears and worries plagued their experiences were some of the questions this study sought to answer. The more known about the concerns faced by student teachers during their practicum, the greater the possibility of reducing stress and improving their success and maximizing the benefits of the practicum for them.  \nConcerns of Practicu","cbCail8c60BLOWTs","https://ap.wps.com/l/cbCail8c60BLOWTs","pdf",201928,13,"English","# Introduction\n## Concerns of Practicum Students","[{\"question\":\"What did the study ask Malaysian student teachers to do during their practicum?\",\"answer\":\"The study asked 14 volunteer student teachers to keep a reflective journal during the practicum to document teaching concerns and confidence to teach.\"},{\"question\":\"How were the student teachers’ concerns organized in the study?\",\"answer\":\"Eighteen derived concerns were grouped into four main themes: classroom management and student discipline; institutional and personal adjustment; classroom teaching; and student learning.\"},{\"question\":\"Why does the paper focus on the reasons behind student teachers’ concerns?\",\"answer\":\"It aims to draw attention to the underlying reasons given by student teachers prior to and during the practicum, so areas of concern can be integrated into future teacher education management and development.\"}]","Listening To the Concerns of Student Teachers In Malaysia During Teaching Practice - Article 3 | PDF",1792079132,33]