The Role of Pre-service Teacher Practicum in Professional Development Related to Arabic Language Teaching

The teaching of international foreign languages in schools worldwide has gained significant importance due to increased cultural interaction and knowledge transfer. In Iran's educational system, the teaching of Arabic holds a special status because of its deep connection to religion and national culture, requiring skilled teachers with advanced instructional abilities. Arabic, characterized by complex grammatical rules and cultural nuances, presents unique challenges for educators that can only be addressed through practical and experiential training.
The internship course serves as a practical phase that provides Arabic language student-teachers with the opportunity to apply their theoretical knowledge in real educational settings and enhance their teaching, communication, and cultural competencies. During this period, student-teachers face challenges such as teaching complex syntactic and morphological rules, simplifying difficult concepts, and fostering positive interactions with students. The internship enables them to experiment with effective and diverse teaching methods prior to entering actual classrooms and develop flexible strategies to meet the varied needs of learners.
A key outcome of the internship is the improvement of communication skills, including mastery of correct pronunciation, the ability to convey complex concepts, and the use of modern educational tools such as language games and technological aids. Additionally, the internship familiarizes student-teachers with cultural diversity among learners and nurtures their cultural awareness, which plays a crucial role in teaching Arabic as a means of transmitting social and cultural values.
This study employs qualitative and quantitative data analysis, including questionnaires, interviews, and classroom observations, to examine how the internship period contributes to the professional development of Arabic language student-teachers. The research population consists of 128 student-teachers currently enrolled in or recently graduated from the internship program. The primary research question addresses how the internship can prepare student-teachers for real classroom challenges and educational demands before formal teaching. Further questions explore the professional competencies required of effective Arabic teachers, the role of the internship in developing communicative skills, and the challenges encountered during the internship alongside possible solutions.
Findings indicate that effective Arabic language teaching necessitates attributes that enable teachers to efficiently manage the teaching-learning process, including proficiency in Arabic, the ability to employ interactive teaching methods, strong communication skills, and literary awareness. Professional teachers with these qualifications can guide students toward deeper and more effective language acquisition. The internship plays a vital role in strengthening these competencies by offering practical experience in classroom management, instruction in innovative teaching techniques, constructive feedback, and increased self-confidence, all contributing to the professional growth of student-teachers.
Nonetheless, the internship period is accompanied by challenges, some general and some specific to foreign language education, particularly Arabic. Common issues include limited practical experience in classroom management, communicative tensions with students, and lack of educational resources. Specific challenges related to Arabic instruction involve three major factors: traditional teaching methods, which are often cited by students as discouraging and should be avoided; linguistic and grammatical differences between Persian and Arabic, which complicate learning if improper methods are used; and cultural resistance or lack of motivation among learners, sometimes stemming from unawareness of the deep cultural and linguistic ties between Arabic and Iranian culture. Due to inexperience, student-teachers may face these obstacles more acutely than veteran teachers, yet the internship period offers a valuable opportunity to devise solutions prior to entering real classrooms, enabling them to begin their noble teaching profession well-prepared and confident.
Ultimately, this study emphasizes the critical role of internships in preparing Arabic language student-teachers and enhancing the quality of Arabic language education in schools.