Understanding TESL pre-service teachers’ teaching experiences and challenges via post-practicum reflection forms

Abstract This paper described a study designed to examine pre-service teachers’ teaching experiences and challenges with the school administrators, mentor, supervisor, as well as teaching and learning process. A total of 38 students (which onwards cited as trainee teachers) of TESL (Executive) programme at the Faculty of Education, National University of Malaysia who had completed their two months teaching practicum in various schools in Malaysia responded to a set of open-ended questions. The results showed that as a whole, the trainee teachers indicated positive comments on their relationship with school administrator regarding the administrators’ attitude towards the trainee teachers and the cooperation given by the administrators in managing the trainee teachers. They also felt that their mentor had guided and helped them a lot in terms of teaching and learning process as well as in managing the class. Apart from that, the findings also indicated that the trainee teachers found that their supervisors were very helpful and supportive and they did not have problems with the school environment. However, challenges can be seen in terms of the students’ attitude towards the trainee teachers and the learning of the language, students’ motivation, students’ discipline, and support system. The findings also indicated that the trainee teachers were having problems in coping with the bias issue as most of them are from China.