HBEC4606 Practicum Guide BECE CAug13

STUDY GUIDE
FACULTY OF EDUCATION AND LANGUAGES
HBEC4606
Practicum Guide
Copyright Open University Malaysia (OUM)

HBEC4606 PRACTICUM GUIDE
FACULTY OF EDUCATION AND LANGUAGES
HBEC4606
Practicum Guide
(Bachelor of Early Childhood
Education)
Prepared by: Dr Azhar Adnan
Developed by: Centre for Instructional Design and Technology

Open University Malaysia
First Edition, August 2013
Copyright Open University Malaysia (OUM), August 2013, HBEC4606

All rights reserved. No part of this work may be reproduced in any form or by any means
without the written permission of the President, Open University Malaysia.
Copyright
1 Open University Malaysia (OUM)
Copyright 2Open University Malaysia (OUM)

FALSAFAH PENDIDIKAN KEBANGSAAN

Pendidikan di Malaysia adalah satu usaha berterusan ke
arah memperkembangkan lagi potensi individu secara
menyeluruh dan bersepadu untuk mewujudkan insan yang
seimbang dan harmonis dari segi intelek, rohani, emosi dan
jasmani. Usaha ini adalah bagi melahirkan rakyat Malaysia
yang berilmu pengetahuan, berakhlak mulia,
bertanggungjawab, berketrampilan dan berkeupayaan
mencapai kesejahteraan diri serta memberi sumbangan
terhadap keharmonian dan kemakmuran
keluarga, masyarakat dan negara.
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Vision
To be the leading provider of flexible learning.
Mission
To widen access to quality education and provide lifelong
learning opportunities by leveraging on technology, adopting
flexible modes of learning and providing a conducive and
engaging learning environment at competitive and affordable
costs.
Contact:
Faculty of Education and Languages: +603-2773 2726

Table of Contents
Introduction ................................................................................................... 7
Part 1: Practicum Overview ......................................................................... 8

1.1 ECE centre/preschool Orientation Programme ...................................... 8
1.2 Practicum Calendar.............................................................................. 11
1.3 Role of ECE centre/preschool Head/Principal ..................................... 15
1.4 Role of Practicum Co-teacher .............................................................. 16
1.5 Role of Supervisor................................................................................ 17
1.6 Role of Student .................................................................................... 17
Part 2: Teaching Practice .......................................................................... 18

2.1 Lesson Plans........................................................................................ 18
2.2 Observation Form for Co-teacher/Supervisor ...................................... 19
2.3 Practicum Sign-off by ECE centre/preschool ...................................... 21
2.4 Practicum Feedback from Learners ..................................................... 23
Part 3: Practicum Portfolio ......................................................................... 24
Evaluation Criteria for Portfolio ................................................................. 25
Appendix A .................................................................................................. 31
Appendix B .................................................................................................. 35
Forms ....................................... Forms can be downloaded from myINSPIRE
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INTRODUCTION
This Practicum Guide accompanies Open University Malaysia programmes
that require a practicum or teaching practice in ECE centre/preschools and
higher education institutions.
As a student, it is your responsibility to read the contents of the entire

Practicum Guide carefully, focussing on all the sections described below.
The Practicum Overview section first gives you detailed information

about the ECE centre/preschool orientation programme and the
practicum schedule. Additionally, this section describes your own role
and responsibilities as well as those of various personnel linked to the
practicum.
The Teaching Practice component tells you all about how your teaching
experience will be evaluated, and about the various documents that will
be used in this process.
The Practicum Portfolio section gives you information about how you
can submit a collection of materials and experiences to your programme
coordinator at the end of the course. It also gives you the criteria for
evaluation of the portfolio..
The Appendices give you supportive information for your practicum

experience.
A number of Forms are provided to facilitate practicum activities. It is

your responsibility to extract and/or adapt these forms for use during the
practicum.
Ensure that you have read and understood the contents of this Practicum
Guide before you begin teaching practice. If you have doubts or queries
regarding the material, discuss it with your supervisor and/or with the
supporting teacher in the ECE centre/preschool where you are placed.
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PART 1: PRACTICUM OVERVIEW

This Practicum Guide provides information for student, co-teachers,
supervisors and heads or principals. Commonly, the practicum is conducted
after the completion of all the other courses of specific Bachelor of Early
Childhood Education (Hons) programmes.
The aims of the Practicum are:

To give student an opportunity to learn how ECE centre/preschools are
managed and organised.
To give student an opportunity to integrate teaching-learning theories

with the practice of teaching.
To provide a context for professional growth by developing problem-

solving skills within an instructional setting.
The following sections give details on the ECE centre/preschools orientation

programme, practicum calendar as well as the roles of key personnel
involved in the practicum.
1.1 ECE centre/preschool Orientation Programme
The ECE centre/preschool Orientation Programme (POP) provides early

exposure to the ECE centre/preschool environment. This programme provides
opportunities for students to understand the ECE centre/preschool as an
educational institution through activities which are closely related to the
teaching and learning process. In this programme, student will have the
chance to observe and interact with ECE centre/preschool administrators,
teachers and students. Student will be able to observe student behaviour,
actual classroom teaching conducted by ECE centre/preschool teachers and
the overall management of the ECE centre/preschool. Through information-
gathering tasks and self-reflection, it is hoped that student will be able to
integrate theory and practice.
In order to make this programme a success, student are expected to

understand the objectives and purpose of the POP. Student are requested to
follow these guidelines:
a. Be present in ECE centre/preschool when required and establish a good
relationship with the ECE centre/preschool community.

b. Pay particular attention to the areas that you have to observe; take down
notes and take photographs when necessary.
c. Always show good conduct and be professional in your communication
and interaction.
d. Discuss, observe and assist teachers in the classroom.
f. Observe and collect feedback on the teaching process.
g. Use all the above information in preparing the Teaching Practice
Portfolio.
Student are required to observe ECE centre/preschool activities in relation to
three main components: Management, Curriculum and Infrastructure.
COMPONENT I: MANAGEMENT
Under the Management component, student are required to observe and

collect information on two different areas: ECE centre/preschool
Management and ECE centre/preschool Organisation.
The following aspects should be covered:

1. Related General Order
2. Attendance of teachers / administrative staff / students
3. ECE centre/preschool Calendar
4. Students profile/ demography
5. Curriculum planning and implementation

Record Books for Teachers
Syllabus
Textbooks
6. Organisations such as the Parent-Teacher Association / ECE

centre/preschool Management Board and the Disciplinary Board.
7. Finance / expenses (optional)
8. Staff meetings
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9. Organisational structure
10. Functions of management staff
COMPONENT II: CURRICULUM
There are two areas to be covered in this component. They are core
subjects, and teaching-learning resources.
A. Core Subjects
1. Timetable
2. Syllabus
Lesson plan
Teaching notes
3. Classroom process
4. Influence of environment and ECE centre/preschool climate on

curriculum implementation
B. Teaching and Learning Resources
1. Types of teaching-learning resources
2. Usage / suitability of resources
3. Effectiveness of dissemination and use
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Open University Malaysia (OUM)
COMPONENT III: INFRASTRUCTURE
In this component, student are required to observe and understand the ECE
centre/preschool environment according to the provision of ECE
centre/preschool facilities such as classrooms, life skills workshop, resource
room, science laboratory, computer room, canteen, sports store and others.
1. Review the following:

Area / size and location
Physical arrangement
Furniture and equipment
Toys and teaching aid
2. Describe resources/ other services available:

Operation Room
Telephone
Suggestions box
Treatment Room
Learning Corner
1.2 Practicum Calendar
The practicum experience is intended to last six (6) to twelve (12) weeks
according to the chosen practicum mode. Each student is expected to follow
the suggested work plan in the given calendar.
The Practicum Calendar must be prepared and followed by a student . It

provides an overview of the structure of the practicum according to the chosen
practicum mode. In it you will provide a schedule with timelines so that you are
aware of when to carry out a specific action or responsibility.
It is important that you do the following:

1. Student are to fill in the dates of the week from commencement to
completion of the practicum in the calendar (OUM-Practicum 2011/1- 3).
2. Student are to discuss the schedule with co-teachers and supervisors so
that there is a common understanding of deadlines and individual
responsibility.
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3. Scheduled classroom observations by co-teachers and supervisors must

be indicated with their respective signatures and dates on the calendar.
4. Replacement days must be clearly indicated on the calendar.
5. The calendar must be included in the Practicum Portfolio upon
submission.
SAMPLE PRACTICUM CALENDARS
MODE 1: For student with more than five (5) years of formal teaching
experience in a public/private ECE centre/preschool.
Week Event Items for Portfolio

1 Report to ECE Timetable
centre/preschool headmaster Housekeeping
ECE centre/preschool POP report
Orientation Programme (POP)
Journal entry
2 POP POP report
Face to face teaching Lesson plan/ Teaching aids
st
1 observation by Co-teacher Observation Form
Journal Entry
3 Face to face teaching Lesson Plan
Journal Entry
4 POP POP report
nd
2 observation by Co- Observation Form
Teacher Journal Entry
5 Face to face teaching Lesson Plan
Journal Entry
6 Face to face teaching Lesson plan/ Teaching aids
Observation by OUM Observation Form
Supervisor Journal Entry
Submit Final Portfolio Final Report for POP and
Practicum
Personal CV
Appendices
(Bind all items together as a
portfolio.)
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MODE 2: For student with less than five (5) years of formal teaching
experience in a public/ private ECE centre/preschool.

centre/preschool Housekeeping
headmaster
POP report
ECE centre/preschool
Orientation Programme Journal entry
(POP)
2 POP POP report
1st observation by Observation Form
Co-teacher Journal Entry

Journal Entry
1 observation by OUM
st
Observation Form
Journal Entry
2nd observation by Observation Form

Final observation by OUM Observation Form
Submit Portfolio Journal Entry
Final Report for SOP and
Practicum
Personal CV
Appendices
(Bind all items together as a
portfolio.)
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MODE 3: For student with no formal teaching experience in a public/private

ECE centre/preschool.

centre/preschool Housekeeping
headmaster
POP report
ECE centre/preschool
Orientation Programme Journal entry
(POP)
2 POP POP report
Journal Entry
3 POP POP report
Journal Entry
4 POP POP report
Journal Entry
5 POP POP report
Journal Entry
6 POP POP report
Final Report for POP Journal Entry
1 observation by
st
Observation form
Journal Entry
2 observation by
nd
Observation form
Co-Teacher Journal Entry
1 observation by OUM
st
Observation form
3 observation by
rd
Observation form
Co- Teacher Journal Entry
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Final observation by Observation form
OUM Supervisor Journal Entry
Submit Portfolio Final Report for POP and Practicum
Personal CV
Appendices
(Bind all items together as a portfolio.)
1.3 Role of ECE centre/preschool Head/Principal
The student teacher will be posted to ECE centre/preschools to undergo the

Practicum. The ECE centre/preschool Head or Principal shall provide
support for the student with regard to the following:
1. Be a partner to Open University Malaysia in ensuring the success of
the Practicum.
2. Identify and appoint a trained and experienced teacher to act as
supporting teacher or co-teacher.
3. Assist student in adjusting to the ECE centre/preschool environment
and ECE centre/preschool culture.
4. Provide necessary information on the ECE centre/preschool
environment and assist student with the ECE centre/preschool
Orientation Programme (POP)
5. Give student the opportunity to observe and share their experiences
with trained teachers.
6. Provide guidance and continuous feedback to student.
7. Report in writing any discipline/medical/accident issues related to the
OUM student to the Coordinator of the Practicum at Open University of
Malaysia.
8. Ensure that every student marks his/her attendance for each day for
the duration of the practicum.
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1.4 Role of Practicum Co-teacher
1. Help the student settle into the ECE centre/preschool routine and
introduce him/her to ECE centre/preschool staff.
2. Observe the student teaching two (2) or three (3) times depending on the
practicum mode. Give feedback about his/her teaching using the
appropriate form.
3. Foster a positive relationship with the university supervisor. Collaborate
with OUM to provide constant support to the student.
4. Communicate with the OUM Supervisor on a regular basis about the
students progress or concerns.
5. Provide opportunities for student to observe experienced teachers in the
classroom.
6. Review, give comments and sign students lesson plans.
7. Guide the student in the use of teaching materials and suggest effective
teaching techniques.
8. Discuss ECE centre/preschool policy, plans for classroom management,
the curriculum, and teaching resources with the student.
9. Schedule sufficient time to evaluate the student teachers lesson plans.
10. Update and keep records of documents related to the practicum.
11. Model effective practices aimed at helping the student progress in areas of
need.
12. Facilitate reflective thinking and help the student to develop his/her own
personal instructional style.
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1.5 Role of Supervisor
1. Observe the student one (1) or two (2) times depending on the
practicum mode.
2. After every observation, provide verbal and written feedback regarding
his/her performance in the classroom.
3. Monitor the quality of lesson plans submitted and provide specific
suggestions for improvement.
4. Emphasise learning through experience, reflection, problem solving,
supportive feedback, and constructive criticism.
5. Communicate with the co-teacher regularly regarding the student-
teachers progress in ECE centre/preschool.
6. Guide the student as s/he prepares the practicum portfolio.
1.6 Role of Student
1. Read and adhere to the aims of the practicum.

2. Submit your timetable, copy of practicum calendar, and other
information to OUM before the first week of the practicum.
3. Discuss with the ECE centre/preschool, co-teacher and supervisor your
roles and responsibilities. Sign in your attendance accordingly.
4. Prepare the ECE centre/preschool Orientation Programme (POP)
Report.
5. Prepare for each days lessons by writing a lesson plan and selecting
appropriate teaching aids.
6. Communicate absence form ECE centre/preschool during the
practicum period to the co-teacher and the supervisor. Be prepared to
elaborate on any plans that were to be executed in your absence.
7. Observe rules and procedures concerning academic confidentiality.
8. Maintain a professional outlook at all times, following basic rules of
courtesy toward teachers, students and other staff.
9. At the end of the teaching practice period, prepare a portfolio that
details all elements of your experience at the ECE centre/preschool.
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PART 2: TEACHING PRACTICE
2.1 Lesson Plans
Student are required to write a lesson plan before each teaching period. Each
continuous lesson (40 mins/60 mins/etc) taught by the student should be based
on a lesson plan. Every lesson plan must be filed and submitted to the co-teacher
or supervisor upon request. All lesson plans will be evaluated.
Here is a template for lesson plans. You may wish to adapt it to suit your subject.
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2.2 Observation Form for Co-teacher / Supervisor
Please use the appropriate form (depending on the programme) to observe

student based on the criteria stated in the form. This form should be
completed for all observations. Each item (No. 1-14) should be marked 1,2
or 3 based on the students performance level.
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2.3 Practicum Sign-off by ECE centre/preschool
The Practicum Sign-off form must be filled by the ECE centre/preschool

head or principal after the student has finished the teaching practice, and
after all of the students responsibilities have been fulfilled.
Here are some guidelines:

1. The student should present all documents related to the POP and
teaching practice to the co-teacher and supervisor. When these
documents are deemed complete, the Practicum Sign-off Form may be
filled and signed.
2. The student should demonstrate to the co-teacher and the supervisor
that the portfolio has been duly compiled.
3. The co-teacher takes the Practicum Sign-off Form to the ECE
centre/preschool head/principal for it to be signed, dated and stamped.
4. The student teacher may accompany the co-teacher when the Practicum
Sign-off Form is being signed by the ECE centre/preschool
head/principal.
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2.4 Practicum Feedback from Learners
At the end of the teaching period, the student is encouraged to get feedback
on him/her teaching from the learners. The sample Feedback Form below
may be used for this purpose. The student may adapt this Form to suit
his/her purpose.
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PART 3: PRACTICUM PORTFOLIO

At the end of the practicum, all student are required to submit a portfolio to OUM
to demonstrate learning and professional growth. This Practicum Portfolio is a
well-organised document that includes the POP report, lesson plans, teaching
aids, supervisors and co-teachers feedback and observation forms, self-
reports, personal (reflective) journal entries, learner feedback forms as well as
photographs and samples of learners work.
The reflections and journal entries in the Portfolio should demonstrate your
abilities related to the following.
Learning about integrating theory with teaching practice.
Professional growth through analysis of reflective journal entries as well as
deliberations with peers, co-teachers and supervisors.
Skills related to planning and teaching in the context of an instructional
setting.
Overcoming challenges and constraints related to classroom teaching.
Components of the Practicum Portfolio

Here is a checklist to be used when organising the Practicum Portfolio.
- POP report
- Lesson plans for all lessons taught
- Samples of learners work
- Teaching aids (if physical submission is not possible submit photographs)
- Observation forms from supervisor
- Observation forms from co-teacher
- Feedback forms from learners
- Self-reports and/or personal (reflective) journal entries
- Photographs
- Reflections on each lesson as well as on the entire practicum experience
Refer to the Evaluation Criteria below for details on how your portfolio will be
assessed.
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EVALUATION CRITERIA
FOR PORTFOLIO

PRACTICUM GUIDE EVALUATION CRITERIA FOR PORTFOLIO
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28Open University Malaysia (OUM)
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30Open University Malaysia (OUM)
APPENDIX A

PRACTICUM GUIDE
Appendix A
Code of Ethics for Student Teachers
i. Interacting with Administrators - Candidates should learn the names of the

administrators in the school, ask to be introduced, and are expected to interact
professionally.
ii. Interacting with Co-Supervisors Candidates need to establish a good rapport with co-
supervisors and understand the role the co-supervisors play in the classroom.
iii. Interacting with Students - Appropriate interaction between the co-supervisor and
school age students is an important part of the placement experience. This interaction
should begin, when possible, the first day of the placement, be consistent the entire
length of the placement, and occur in- and outside the classroom during the school
day.
iv. Interacting with Parents - Parents should be informed early in the semester that a
trainee teacher will be working in the classroom.
v. Professional Dress Trainee teachers should be familiar with their schools dress
code. Dress should be professional, neat, clean, and modest.
vi. Timeliness - Punctuality affects the flow of good planning and classroom management.
Classroom activities run more smoothly if materials are prepared ahead of time.
vii. Restraint of Students Periodically, severe student behaviors require adult intervention
to prevent further disruption or injury. In some cases, restraint of student is necessary.
Trainee teachers should not attempt to restrain students unless they have been trained
to do so appropriately.
viii. Checklist - For the most efficient and rewarding experience, candidates should follow
the appropriate Practicum checklist to stay on track. It is the trainee teachers
responsibility to share this with his/her co-supervisor/supervisor teacher.
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PRACTICUM GUIDE
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APPENDIX B

PRACTICUM GUIDE
Appendix B
PRACTICUM REPLACEMENT
A: Deferral of Practicum due to illness or personal circumstances:

Students who need to defer their Practicum due to medical/personal or family reasons must
inform the Faculty and ensure that the school and the Co-Teacher/ Supervisor are aware of
their absence. If is it for Medical reason then a medical certificate is required. The Faculty
authorises all such deferrals and students will be offered a subsequent Practicum or an
opportunity to complete their Practicum, in consultation with the Co-Teacher/ Supervisor and
the school involved.
B: Make-up Practicum as a result of unsatisfactory performance:

Student teachers who FAIL for one of the Practicum placements can request a make-up
placement. The student teacher may make a written request to the Faculty. The written
request should clearly reflect insight gained from the previous placement and the action
required by the student teacher to achieve success in a future placement.
The written request should also demonstrate appropriate professional conduct.
The Faculty will consider the written request and examine all documentation to determine
whether or not a make-up placement will be granted.
Depending on the seriousness of the issue, make-up placements may be refused, and
the student teachers right to continue in the Bachelor of Education program may be
revoked.
If the request is granted, the Faculty, in consultation with the Co-Teacher/ Supervisor and
school head, will establish a placement. There will be an additional fee imposed.
If the request is denied, the Faculty will inform the student teacher in writing that s/he has
been removed from the programme.
Make-up placements may be arranged for the next available semester, or it may be
scheduled in the next academic year.
Upon successful completion of the make-up placement, the student teacher will be
permitted to participate in the subsequent Faculty of Education and Languages
convocation.
The student teacher is permitted to complete only one make-up Practicum placement. If
the make-up attempt is unsuccessful, the student teacher will not be given another
opportunity to raise the grade and will not be recommended for the B.Ed. degree.
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STUDY GUIDE

FACULTY OF EDUCATION AND LANGUAGES

Copyright Open University Malaysia (OUM)

FACULTY OF EDUCATION AND LANGUAGES

Prepared by: Dr Azhar Adnan

Developed by: Centre for Instructional Design and Technology

First Edition, August 2013

Copyright Open University Malaysia (OUM), August 2013, HBEC4606

Copyright 2Open University Malaysia (OUM)

FALSAFAH PENDIDIKAN KEBANGSAAN

To be the leading provider of flexible learning.

Copyright 4Open University Malaysia (OUM)

Part 1: Practicum Overview ......................................................................... 8

Part 2: Teaching Practice .......................................................................... 18

Part 3: Practicum Portfolio ......................................................................... 24

Evaluation Criteria for Portfolio ................................................................. 25

Forms ....................................... Forms can be downloaded from myINSPIRE

Copyright 6Open University Malaysia (OUM)

As a student, it is your responsibility to read the contents of the entire

The Practicum Overview section first gives you detailed information

The Appendices give you supportive information for your practicum

A number of Forms are provided to facilitate practicum activities. It is

PART 1: PRACTICUM OVERVIEW

The aims of the Practicum are:

To give student an opportunity to integrate teaching-learning theories

To provide a context for professional growth by developing problem-

The following sections give details on the ECE centre/preschools orientation

1.1 ECE centre/preschool Orientation Programme

The ECE centre/preschool Orientation Programme (POP) provides early

In order to make this programme a success, student are expected to

Copyright 8Open University Malaysia (OUM)

Under the Management component, student are required to observe and

The following aspects should be covered:

2. Attendance of teachers / administrative staff / students

3. ECE centre/preschool Calendar

4. Students profile/ demography

5. Curriculum planning and implementation

6. Organisations such as the Parent-Teacher Association / ECE

7. Finance / expenses (optional)

10. Functions of management staff

COMPONENT II: CURRICULUM

4. Influence of environment and ECE centre/preschool climate on

B. Teaching and Learning Resources

1. Types of teaching-learning resources

2. Usage / suitability of resources

3. Effectiveness of dissemination and use

COMPONENT III: INFRASTRUCTURE

1. Review the following:

2. Describe resources/ other services available:

1.2 Practicum Calendar

The Practicum Calendar must be prepared and followed by a student . It

It is important that you do the following:

3. Scheduled classroom observations by co-teachers and supervisors must

SAMPLE PRACTICUM CALENDARS

Week Event Items for Portfolio

Week Event Items for Portfolio

3 Face to face teaching Lesson plan/ Teaching aids

7 Face to face teaching Lesson plan/ Teaching aids

MODE 3: For student with no formal teaching experience in a public/private

Week Event Items for Portfolio

12 Face to face teaching Lesson plan/ Teaching aids

1.3 Role of ECE centre/preschool Head/Principal

The student teacher will be posted to ECE centre/preschools to undergo the

1.4 Role of Practicum Co-teacher