An investigation into the Teaching Practicum for Preservice Teachers of Arabic as a Foreign Language (AFL) in Teacher Preparation Programmes at Saudi Universities

Abstract Arabic as a foreign language (AFL) teacher education remains underrepresented in the literature compared with other areas of second and foreign language teacher education, particularly within the Saudi higher education context. Existing research has rarely examined AFL preservice teachers’ perceptions of their academic and pedagogical preparation or their experiences during the teaching practicum (TP). Moreover, research on AFL practicums remains undertheorised, with limited attention paid to sociocultural and cognitive perspectives on teacher learning. This study explores preservice teachers’ perceptions of the quality of their preparation for the TP and examines their practicum experiences across four Saudi universities. Guided by an interpretive paradigm, the study employed an embedded explanatory sequential mixed-methods design, with greater emphasis placed on the qualitative phase. Data were collected in three stages. First, an online questionnaire was completed by 74 preservice teachers. This was followed by semi-structured interviews with 10 participants who volunteered and expressed their willingness to participate following the questionnaire. Finally, reflective essays were collected from four interview participants to provide deeper insight into their practicum experiences. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed through thematic analysis. The findings revealed a clear gap between the theoretical orientation of AFL teacher preparation programmes and the practical demands of teaching practice. Participants reported several challenges, including limited supervisory support, weak institutional partnerships, and supervisory practices focused primarily on assessment rather than professional development. A significant divergence was also identified between the teaching methods pre-service teachers (PSTs) encountered at university and those employed in school classrooms. Despite these challenges, several participants viewed the TP as beneficial to their personal and professional development. This study contributes to the field of AFL teacher education by providing both theoretical and practical insights into key issues, including theory–practice integration, supervisory practices, and institutional partnerships. It highlights the need for greater coherence between university programmes and school-based experiences and offers implications for policymakers, teacher educators, and higher education institutions involved in AFL teacher preparation.<p></p>

Author dc:creator

• Norah Fahad S Alotaibi Alotaibi (21040568)

• Teaching Practicum
• Preservice Teachers
• Arabic as a Foreign Language (AFL)
• Teacher Preparation Programmes

Statement dc:rights

• All rights reserved
• Open Access after 2027-12-22

Identifier

10779/exe.32736918.v1

OAI identifier oai:identifier

oai:figshare.com:article/32736918