The role of student–teacher college practicum experience on teaching self-efficacy, belief in the profession, and intention to teach in Kazakhstan

Abstract

In post-Soviet Kazakhstan, the increasing youth population, shortage of teachers, and low levels of novice teacher retention constitutes an impending national crisis. While the country attempts to resolve this issue by improving the status of the profession vis-à-vis improved pay and conditions, little empirical work has focused on evaluating the role that teacher training has on improving the supply of quality teachers. The study at hand contributes to this under-researched area by focusing on the role of the student–teacher practicum experience. Based on an online response-driven sampling approach, this study draws upon 213 student-teachers from 16 institutions in Kazakhstan. Descriptive statistics reveal that student-teachers were, on average, only slightly to moderately satisfied with their practicum experience with most of the variance in satisfaction existing within-institutions. Using structural equation modeling, we find evidence that the quality of the practicum experience is a major driver of student–teacher self-efficacy, belief in the profession, and intention to work in the profession. We conclude that teacher training institutions in the country should prioritize improving student-teachers’ general practicum experience by offering structured and authentic teaching experiences, adequate feedback, and support from experienced teachers. Future research directions are also offered.