ARTICLE TYPE : CASE REPORT
Published on : 01 Oct 2026,
Volume - 2
Journal Title :
WebLog Journal of Environmental Sciences
| WebLog J Environ Sci
| WJETS
Source URL:
https://weblogoa.com/articles/wjets.2026.j0102
Permanent Identifier (DOI) :
Learning in a Transformative School Culture: Reflections from a Biology Teaching Practicum
2Centre for Foundation Studies in Science, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia
3SMK Sungai Ramal, Jalan Rakyat 2, Sungai Ramal Luar, 43000 Kajang, Selangor, Malaysia
Abstract
Teaching practicum enables pre-service teachers to connect educational theory with professional practice while experiencing the organisational and relational conditions of school life. The culture of the host school can therefore influence pedagogical learning, professional identity, collaboration, and confidence. This reflective commentary examines a biology teaching practicum conducted from 30 March to 31 July 2026 at a Malaysian secondary school participating in the School Transformation Programme 2025 (Program Transformasi Sekolah 2025, TS25). It considers how a school culture oriented towards improvement shaped professional learning through classroom innovation, mentoring, collaborative work, STEM programmes, co-curricular activities, and school wide participation. The analysis draws on the pre-service teacher's reflective records, final practicum report, and oral presentation. Three interrelated themes emerged: experiencing the school as a learning organisation, learning through pedagogical innovation and professional collaboration, and developing professional identity through participation beyond the biology classroom. The experience showed that school culture is not merely an administrative background to practicum. It can function as an active learning environment in which planning, feedback, shared responsibility, and reflection support the development of a competent and adaptive beginning teacher. The commentary also identifies the limits of a single, context-specific account and argues for practicum designs that give pre-service teachers sustained access to mentoring, collaborative inquiry, and varied forms of school participation.
Keywords: Teaching Practicum; TS25; School Culture; Biology Education; Professional Identity; Reflective Practice
Citation
Yap CK, Daniel Sayed Shamsul Effendi SM, Bandong EN, Huda Sayed Mohamad SN, Zakaria R, Zulkifly S, et al. Learning in a Transformative School Culture: Reflections from a Biology Teaching Practicum. WebLog J Environ Sci. wjets.2026.j0102. https://doi.org/10.5281/zenodo.23300553