In every teacher education program, it is expected for every student to do practice teaching. It is important for the fourth year students to have practice teaching wherein they can implement/put into practice the theories and strategies they have learned and initiate it into the real world of the school. Haigh, Pinder, McDonald (2006) noted that if student-teachers were active on the actual practice teaching experience and with the constant guidance from their associate teachers, they would learn the art of teaching, Gan (2013) said otherwise. Gan (2013) found out that the pre service teachers’ practicum experience was not that good as they encountered difficulties applying the theory they learned in their program in the actual classroom teaching. During the teaching practicum, student teachers basically benefit from lesson observation, the cooperating teacher and practicum school, university supervisors supervision, communication with other school members and the peer teachers. (Gan, 2013).
Practice teaching is an important component of teacher training. This is when fourth year students train to become an effective and good teacher, to learn strategies and different methods they can apply in the real classroom setting. The student teachers are supervised by the internal supervisors during their practice teaching. It develops the understanding of the importance of keeping an open line of communication among students, parents and faculty. Practice teachers we’re given an