Challenges Faced by Prospective Teachers during Teaching Practice: Evidence from B. Ed (Hons) Programs in Karachi

Abstract

Teaching practice is an essential part of teacher training programs, especially in the Bachelor of Education (Honors) degrees, where pre-service teachers are provided opportunities to experience classroom teaching. The purpose of this study is to explore the difficulties encountered by pre-service teachers in teaching practice in B.Ed (Hons) in Karachi. The study adopts a quantitative survey approach and gathered data from 120 prospective teachers from both public and private universities. A survey questionnaire was developed using a five-point Likert scale to assess the difficulties faced in pedagogical, institutional and personal areas. The results show that pre-service teachers experience considerable challenges in classroom management, using contemporary teaching methods and strategies, lack of teaching resources, and lack of support from school administrators. In line with previous research, many participants indicated a misalignment between their theoretical understanding and classroom practice. Lack of mentoring and supervision also exacerbated issues during teaching practice. The research concludes that, although teaching practice is an essential part of professional learning, issues such as inadequate preparation, lack of effective university-school partnerships and limited resources negatively impact the process. The study adds to the body of knowledge on teacher education in Karachi and offers insights to policymakers and institutions on how to improve teaching practice programs.