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Journals / Osmangazi Journal of Educational Research / 2025 / Volume: 12 Issue: 2

Challenges in Pre-Service Teachers’ Adoption of Innovative Teaching Practices During Practicum

Murad Aliyev(Beijing Normal University)0000-0002-9520-3905
Sadagat Aliyeva(SUMGAYIT STATE UNIVERSITY)0009-0004-0829-1006
Pages
—
Publication Date
2026-01-04
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The study emphasizes the need for curriculum reform, enhanced mentor training, and targeted professional development in digital pedagogy.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study investigates the challenges Azerbaijani pre-service teachers face in adopting innovative teaching practices during their practicum.
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Key Findings & Data:Thematic analysis revealed five interconnected challenges: (1) pedagogical difficulties in balancing traditional and modern approaches; (2) limited digital literacy and inadequate preparation for technology integration; (3) classroom management issues, particularly in overcrowded settings; (4) institutional and systemic constraints, including resource disparities and resistance to change; and (5) inconsistent mentorship and feedback from cooperating teachers.
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Conclusion & Impact:The study emphasizes the need for curriculum reform, enhanced mentor training, and targeted professional development in digital pedagogy.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Pre-service teachers · practicum · teacher education

Abstract

This study investigates the challenges Azerbaijani pre-service teachers face in adopting innovative teaching practices during their practicum. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the research employed a qualitative design using semi-structured interviews with sixteen final-year pre-service teachers across diverse subject areas and practicum schools. Thematic analysis revealed five interconnected challenges: (1) pedagogical difficulties in balancing traditional and modern approaches; (2) limited digital literacy and inadequate preparation for technology integration; (3) classroom management issues, particularly in overcrowded settings; (4) institutional and systemic constraints, including resource disparities and resistance to change; and (5) inconsistent mentorship and feedback from cooperating teachers. These findings highlight tensions between teacher education curricula and practicum realities, particularly in preparing future teachers to integrate technology meaningfully into classroom practice. The study emphasizes the need for curriculum reform, enhanced mentor training, and targeted professional development in digital pedagogy.

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Cite This Article

Aliyev, M., Aliyeva, S. (2026). Challenges in Pre-Service Teachers’ Adoption of Innovative Teaching Practices During Practicum. Osmangazi Journal of Educational Research, Volume: 12 Issue: 2. https://doi.org/10.59409/ojer.1788870

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