Prospective Teachers’ Perceptions of Oral Presentations: An Exploration of Challenges Involved

Zafar Iqbal, Effat Alvi & Farhat Shafi

Presentation skills are considered as one of the most important proficiencies needed for higher education and future careers for teachers. The present study identifies the challenges faced by prospective teachers during classroom oral presentations while studying at a teacher training institute, Institute of Education and Research, (IER). The participants of the study were 400 prospective teachers enrolled in different programs of teacher education at IER. Independent variables were number of semesters already completed at the institute, gender and GPA in the completed semesters. A questionnaire was developed comprising three main
sections: personal traits, oral presentation skills and peers and teachers. The statements were developed on a five-point Likert Scale to know the opinion of prospective teachers regarding challenges involved in oral presentations. In addition, a semi-structured interview was conducted from thirty prospective teachers to probe results obtained from quantitative analysis and investigate reasons behind emerging challenges. The findings revealed that prospective teachers experienced medium level of difficulties in oral presentations with mild tendency towards high rank. There was no significant difference found in the results regarding the number of semester students already completed, GPA and gender in general, whereas, statistically significant difference was found on factor peer and teachers with respect to variable gender only. Analysis of qualitative data
revealed tangible reasons behind the challenges of oral presentations such as second language, personal traits and use of technology. There is a need to
encourage sharing of ideas, discussions and presentations in the classrooms right from the early years of school through higher education in order to enable learners to become confident, vocal and effective teachers.

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