Summary & Suggestion📝

1. Purposes of practicum

Before registering and starting this program I first look at what the objective of this program is, and after this program ends I look back and evaluate whether this program has many benefits for me.

First of all, this program aims to enable the student teachers to develop their teaching skills and pedagogy. Joining this program has been incredibly beneficial for me, especially in improving my teaching skills. I had the chance to observe various classes, which helped me see different teaching methods used in Japanese schools compared to those in Indonesia. Teaching the students was a rewarding experience; it allowed me to see how effective my methods were and what changes I needed to make for future lessons. Additionally, the helpful feedback from my supervisor teacher played a crucial role in my teaching development, as it guided me in refining my teaching approach so that students could grasp the material better and avoid misunderstandings. Second is this program aims to encourage the student teachers to practise their English skills. This program really helped me to get used to and encouraged myself to teach using English properly and correctly, although I think in this aspect I have to continue to improve to be better. But through this program, it can be a good start for myself to be able to teach using English better for my students in the future.

The next goal of the project is to enable student teachers to gain a broader regional and world view. I learned a lot about the culture and habits of teachers and students in Japan. I noticed that both teachers and students value time greatly, with lessons always starting and finishing on schedule. In Indonesia, this kind of punctuality is not always emphasized, but it really helps create good discipline in schools. I also appreciated that each class included a 10-minute break, which is great for students. It gives them a chance to relax and recharge before diving back into their studies with renewed focus. Since these practices are not common in Indonesian schools, I hope to introduce and apply them when I become a teacher in the future.

I also had the opportunity to forge new connections and friendships with fellow participants from different countries. At the start of the program, there were two teachers from Indonesia, two from the Philippines, and two from Thailand at Tsukusaka. We shared our living space and exchanged stories throughout the program, frequently discussing our experiences as education students, our aspirations as future educators, and the educational challenges we face in our respective countries. This experience broadened my understanding of the diverse educational systems around the world and allowed me to make friends who share my passion for education and inspire one another.

2. The challenges of practicum

The biggest challenge I faced during this program was the language barrier. I noticed this especially when teaching because some students did not speak English very well. This meant I had to slow down and explain things more carefully to make sure everyone understood the material. Thankfully, I was able to handle this challenge with the help of my supervisor teacher, who spoke English well and supported me when needed. During homeroom sessions, my homeroom teacher also helped a lot by communicating in English, which made things much easier for me.

Another challenge I noticed was the difference in student characteristics. Indonesian students were usually very active and excited to participate. They would often compete to answer questions or share their opinions. On the other hand, Japanese students were more shy and needed encouragement to speak up or answer questions. I think this might also be because of the language barrier—some students seemed afraid or embarrassed to speak in English because they weren’t confident. This taught me how important it is to create a safe and supportive environment where all students feel comfortable participating.

3. Overall impression

Joining the SEA-Teacher Project has been an unforgettable and enriching journey that has greatly contributed to my growth as an aspiring educator. The program provided me with the opportunity to enhance my teaching skills by observing and practicing various methods while receiving constructive feedback from my supervisor. It also allowed me to experience firsthand the differences in educational systems, classroom management, and cultural practices, which broadened my perspective on global education. Moreover, I was able to build meaningful connections with fellow participants from different countries, exchanging ideas and learning from their experiences. Despite challenges like language barriers and adapting to new environments, the program taught me resilience, adaptability, and the importance of fostering inclusive and supportive classrooms. Overall, the SEA-Teacher Project has been a truly transformative experience that has prepared me to embrace diversity and innovation in my future teaching career.

4. Suggestion for future improvement

There are several ways to improve this program that I believe could make a big difference.

First, it’s important to clarify the requirements for participants. It would be helpful to set specific criteria, such as having a minimum number of students who are in their second year of study or who have taken courses related to teaching. It can be challenging for example if there are participants who haven’t yet learned about pedagogy to create lesson plans or find effective teaching methods. Additionally, having good language skills is crucial. It would be beneficial to require proof of English proficiency through tests like TOEFL or IELTS to ensure that participants can communicate effectively with both students and teachers at the host school.

Second, providing participants with a simple overview of the teaching and learning process, as well as the curriculum in the host country, would be very helpful. I found myself a bit confused about how the curriculum worked at times, so having clear information about the academic schedule and types of exams would make things easier. It would also be great if participants had the chance to meet and get to know some students at the school beforehand or have students buddies before the program starts. This could help them adapt better and understand the students’ characteristics more fully.