Enhancing Pre-Service English Teachers’ Professional Competence Through School-Based Practicum

Tanzilla Artikova

doi:10.47134/jpbi.v2i4.1885

Authors

Tanzilla Artikova Namangan State Institute of Foreign Languages, Uzbekistan

DOI:

https://doi.org/10.47134/jpbi.v2i4.1885

Keywords:

Pre-Service Teacher Education, Professional Competence, School-Based Practicum, English Language Teaching, Reflective Practice, Classroom Management, Pedagogical Skills, Didactic Perspective, Mentor Support, Teacher Development

Abstract

This study investigates the impact of school-based practicum on the development of professional competence among pre-service English language teachers. Conducted with 42 fourth-year undergraduate students enrolled in a TEFL program at Namangan State Institute of Foreign Languages, the research adopted a mixed-methods design involving pre- and post-practicum surveys, mentor evaluations, and reflective journals. Findings suggest that school-based practicum significantly enhances pedagogical skills, classroom management, language use, and reflective thinking. The study emphasizes the importance of structured mentoring and school-university collaboration in supporting pre-service teachers’ transition from theory to practice

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