The practicum is an important component of teacher preparation where students have the opportunity to practice what they have learnt in university and realize the challenges they will face at school. This study examines the practicum in the Faculties of Education in Egypt, which is conducted in the third and fourth year of the Bachelor of Arts program. Using qualitative methods the study attempts to explore the structure and organization of the practicum in four different Faculties of Education and examines closely the implementation of the practicum in an additional two Faculties of Education. The study interviewed professors from all six Faculties of Education. This was then followed by interviews with the directors of the practicum units, as well as focus groups for students in years three and four were conducted in the examined two Faculties of Education. The findings show that the main strength of the practicum is the experience student teachers acquire in schools and especially in dealing with students. Additional strengths arose with the implementation practices of the program and these are the formation of a strong structure of peer support and the development of critical thinking skills. The practicum exhibited weaknesses in administration, supervision, assessment, links between universities and schools, mentorship or supervision to all those involved and overall insufficient preparation of student teachers. There is a clear need to develop the practicum programs and form strong links between the Faculties of Education, schools, and Ministry of Education to provide student teachers with a beneficial experience.


International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

Fall 1-27-2013

Submission Date

July 2016

First Advisor

Zaalouk, Malak

Second Advisor


Third Advisor


Committee Member 1

Purinton, Ted

Committee Member 2

Norman, Peggy

Committee Member 3



150 p.

Document Type

Master's Thesis


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