From Theory to Classroom Reality: Reflections on a Teaching Practicum in an Urban Public Secondary School

Abstract

Teaching practicum constitutes one of the most important components of teacher education because it provides opportunities for pre-service teachers to translate educational theories into authentic classroom practice. Through direct engagement with students, teachers, administrators, and school communities, pre-service teachers develop pedagogical competence, classroom management skills, professional communication, and reflective thinking that cannot be fully acquired through university coursework alone. This reflective commentary is based on a teaching practicum conducted from 30 March 2026 to 31 July 2026 in an urban public secondary school. The objective of this reflective commentary is to examine the professional learning experiences gained during the practicum and to critically reflect on how these experiences contributed to the development of pedagogical competence, professional identity, and continuous professional growth. The commentary discusses experiences in classroom teaching, student engagement, co-curricular participation, professional collaboration, and institutional observations that collectively shaped the author's understanding of the teaching profession. The practicum demonstrates that effective teaching extends well beyond curriculum delivery and requires adaptability, empathy, collaboration, and lifelong reflective practice. Overall, the experience illustrates that authentic school environments remain indispensable in preparing competent, reflective, and resilient educators capable of responding to the diverse challenges of contemporary education.

Keywords: Teaching Practicum; Reflective Practice; Teacher Education; Professional Development; Secondary Education

Citation

Kong Yap C, Wafaa Aqilah Mohd Ridzuan N, ShikhMaidin M, Zulkifly S. From Theory to Classroom Reality: Reflections on a Teaching Practicum in an Urban Public Secondary School. WebLog J Environ Sci. wjets.2026. i0303. https://doi.org/10.5281/zenodo.22643419