FACTORS INFLUENCING STUDENT TEACHERS' ADAPTATION TO THE TEACHING PRACTICUM CONTENT AT HUNG VUONG UNIVERSITY

DOI: 10.18173/2354-1075.2025-0051

Abstract

Teaching practicum plays a pivotal role in shaping the professional competencies of preservice teachers, especially amidst current educational reforms. This study investigates the factors influencing students’ adaptability to teaching-practicum content at Hùng Vương University (Phu Tho, Vietnam). Employing a quantitative research design, data were collected from 233 pre-service teachers via a structured questionnaire comprising 30 items rated on a fivepoint Likert scale. Exploratory Factor Analysis (EFA) was conducted using SPSS 27.0. Findings revealed three primary factor groups: (1) students’ competence and proactive attitudes; (2) the preparedness and instructional support provided by university lecturers and school-based mentor teachers; and (3) the practicum environment and contextual conditions. A key contribution of this study is its emphasis on the active role of student teachers in adapting to practicum demands. Practical recommendations are proposed to enhance student adaptability to teaching-practicum content within teacher education programs.