Preparing Future English Educators for the Teaching Practicum: Examination of Communicative Engagement, Mentorship, and Language Exposure
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Abstract
Preparing future English educators for the teaching practicum necessitates considerably more than sustained language exposure; it demands purposeful communicative engagement and systematic mentorship capable of cultivating pedagogical acumen, professional discernment, and instructional preparedness. Employing an explanatory sequential mixed-methods design, this investigation examined the contributory dimensions of communicative engagement, mentorship, and English language exposure in relation to the practicum readiness of 69 pre-service English educators enrolled at a state university in Iloilo City, Philippines. The quantitative phase utilized validated four-point Likert-scale instruments to evaluate English language exposure, communicative engagement, mentorship support, and perceived practicum readiness, whereas the subsequent qualitative phase employed semi-structured interviews to elucidate the contextual underpinnings of the quantitative outcomes. The findings disclosed that the participants experienced a moderate degree of English language exposure, predominantly derived from digitally mediated and entertainment-oriented platforms, while opportunities for interpersonal interaction and household language utilization remained comparatively circumscribed. Notwithstanding this pattern, the respondents manifested a high level of perceived practicum readiness. Inferential analysis further demonstrated that English language exposure exhibited no statistically significant association with practicum readiness, indicating that passive linguistic immersion alone is insufficient to engender the pedagogical competence, instructional judgment, and professional self-assurance indispensable for effective classroom practice. Conversely, the qualitative evidence illuminated that sustained communicative engagement, constructive mentorship, pedagogical exemplification, reflective feedback, and authentic instructional experiences substantially fortified participants' confidence and professional preparedness. Collectively, the findings substantiate that practicum readiness constitutes a multidimensional professional construct progressively cultivated through the synergistic integration of communicative engagement, experiential learning, reflective professional growth, and sustained mentorship rather than through the mere frequency of language exposure. Accordingly, teacher education institutions should prioritize structured communicative opportunities, experiential pedagogical immersion, and comprehensive mentoring frameworks to reinforce the professional formation of future English educators and facilitate a seamless transition from academic preparation to authentic instructional practice..
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