Factors Affecting Teaching Practice Students in Libyan Public Secondary Schools in Misurata City

Abstract

Quality education is one of the pillars of a progressive society and it
is essential to have competent and qualified educators to produce capable and
ingenious professionals. Primarily, teachers are considered catalysts in the
development of the country and its citizens. On that account, they should be
proficient in imparting knowledge to students. Hence, it is essential to
prepare student teachers in advance to meet the demands of future teaching
profession through effective teacher training. This study was conducted to
gauge the teaching practice program of the Faculty of Education in Misurata
city using a qualitative approach. The participants included 19 English
language student teachers assigned in Libyan public secondary schools for
academic year 2022-2023. The study utilized a semi-structured interview and
the data gathered was analyzed thematically. The findings indicated that
student teachers were optimistic towards the teaching practice program and it
brought them authentic experiences necessary for actual teaching. Despite of
this, there is need for the responsible authorities to look into several factors
that affect student teachers including impassive students, scarcity of
instructional support, and absence of supervisors. Hence, it is recommended
that the schools, supervisors, and teaching practitioners should collaborate in
order to deliver better learning instructions for secondary school students in
Libya.