A Needs Analysis Study for Teaching Practicum within English Language Teacher Training Programs in an EFL Context
A Needs Analysis Study for Teaching Practicum within English Language Teacher Training Programs in an EFL Context

Summary/Abstract: Teaching practicum yields personal, professional, pedagogical, and social benefits for the stakeholders of the process, particularly pre-service teachers. Still, its absence may lead to various issues, including restricted practice, inadequate feedback, and insufficient teamwork. This study aimed to elucidate the concerns and requirements of the practicum for English Language Teacher Training programs within the Turkish EFL (English as a foreign language) context, based on the perspectives of stakeholders, including nine pre-service teachers, seven cooperating teachers, and nine university supervisors, using a needs analysis design. The findings highlighted some certain basic needs referring to revision for practicum within English language teacher training programs: more intensive practicum periods, effective feedback mechanisms and fostering a culture of collaboration among stakeholders, integrating technology into the practicum, training programs for cooperating teachers on mentorship practices, ongoing needs assessments within the EFL context to regularly evaluate and adapt the practicum structures to meet evolving educational demands and stakeholder needs, holistic perspective in curriculum design of English language teacher training programs, and financial and administrative support to strengthen collaboration between universities and schools. The study advocates for a comprehensive framework in addressing the systemic issues experienced within practicum to enhance PSTs' professional development for authentic classroom discourse awareness and management.

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