Promoting sustainable teacher education: Evaluating internship outcomes through clustering analysis
Keywords:
Preservice teacher internship, Performance clustering, K-means algorithm, Teacher education assessmentAbstract
This study explores a clustering-based approach to analyze the performance of preservice teachers during their three-month internship. The analysis is driven by data from multiple assessment sources, including mentor teachers, field assistant lecturers, and program committee evaluations. Using K-Means clustering, this study groups preservice teachers based on similarities in their performance components, aiming to provide meaningful insights for differentiated feedback and targeted support. The elbow method determined the optimal number of clusters to be four, capturing diverse patterns of performance profiles. Results show that each cluster presents distinct characteristics in terms of teaching practice, portfolio preparation, media development, and final evaluation scores. These findings highlight the potential of clustering to guide reflective practices and decision-making in teacher training programs.
References
[1] C. Kosnik and C. Beck, “The internship component of a teacher education program: Opportunities for learning,” The Teacher Educator, vol. 39, pp. 18–34, 2003, doi: 10.1080/08878730309555327.
[2] S. Khajuria, “Perception of M.ed. Student-teachers Towards Internship as a Part of Teacher Training Programme,” International Journal For Multidisciplinary Research, p., 2024, doi: 10.36948/ijfmr.2024.v06i01.14216.
[3] D. Kumari and R. Babu, “CONSTRUCTION AND VALIDATION OF INTERNSHIP PROGRAMME INTEREST INVENTORY,” vol. 58, pp. 5777–5780, 2021, doi: 10.17762/PAE.V58I1.2213.
[4] H. Boholano, B. E. Jamon, B. Corpuz, and R. Bacaltos, “A Responsive Internship Program from the Viewpoint of Beginning Teachers,” Journal International Inspire Education Technology, p., 2024, doi: 10.55849/jiiet.v3i2.641.
[5] S. Parveen and N. Mirza, “Internship Program in Education: Effectiveness, Problems and Prospects,” International Journal of Learning and Development, vol. 2, no. 1, Jan. 2012, doi: 10.5296/ijld.v2i1.1471.
[6] S. Murtiningsih, R. N. Swastika, E. Puspitasari, and A. W. D. Putri, “Being an effective English teacher through internship: Voices from the involved parties,” Englisia: Journal of Language, Education, and Humanities, p., 2024, doi: 10.22373/ej.v11i2.20447.
[7] Yudhister, “A Study of Attitude of Student Teacher towards Internship Programme in B.Ed Course,” International Journal for Research Publication and Seminar, p., 2024, doi: 10.36676/jrps.v15.i2.1625.
[8] N. D. S. Areekkuzhıyıl, “A Phenomenological Study on the Lived Experiences of Student Teachers during their School Internship,” International Journal of Research, vol. 11, pp. 18–32, 2020, [Online].
[9] L. Darling-Hammond, Powerful Teacher Education: Lessons from Exemplary Programs. Jossey-Bass, 2006.
[10] K. M. Zeichner, “Rethinking the connections between campus courses and field experiences in college- and university-based teacher education,” J Teach Educ, vol. 61, no. 1–2, pp. 89–99, 2010.
[11] E. Panadero and A. Jonsson, “The use of scoring rubrics for formative assessment purposes revisited: A review,” Educ Res Rev, vol. 9, pp. 129–144, 2013, doi: https://doi.org/10.1016/j.edurev.2013.01.002.
[12] K. J. Topping, “Peer assessment,” Theory Pract, vol. 48, no. 1, pp. 20–27, 2009.
[13] C. Romero and S. Ventura, “Educational data mining: A review of the state of the art,” IEEE Transactions on Systems, Man, and Cybernetics, Part C (Applications and Reviews), vol. 40, no. 6, pp. 601–618, 2010.
[14] O. Arbelaitz, I. Gurrutxaga, J. Muguerza, J. M. Pérez, and I. Perona, “An extensive comparative study of cluster validity indices,” Pattern Recognit, vol. 46, no. 1, pp. 243–256, 2013.
[15] C. A. Tomlinson, The differentiated classroom: Responding to the needs of all learners. Alexandria, USA: ASCD, 2014.
[16] A. C. K. Cheung, K. L. Wong, H. F. Wang, and J. B. Dai, “Effect of a student teaching internship program on the self-efficacy of pre-service teachers in rural China,” International Journal of Educational Management, vol. 37, no. 2, pp. 373–392, Jan. 2023, doi: 10.1108/IJEM-03-2021-0081.
[17] J. Lobo, “Pre-service teachers’ evaluation of the student internship program: Basis for design improvement,” Journal for Educators, Teachers and Trainers, vol. 13, no. 5, Jan. 2022, doi: 10.47750/jett.2022.13.05.005.
[18] S. Li, “Research on the Effectiveness of Educational Internship——A Case Study on Primary Education Major,” vol. 4, p., 2020, doi: 10.18686/ahe.v4i9.2629.
[19] A. Bastian, J. König, J. Weyers, H.-S. Siller, and G. Kaiser, “Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education,” Front Educ (Lausanne), p., 2024, doi: 10.3389/feduc.2024.1360315.
[20] X. Feng, Y. Chang, and Y. Wang, “The implementation of evidence-based medicine and the Problem-Based Learning (PBL) teaching approach in the clinical practice education of the gastroenterology department,” Region - Educational Research and Reviews, p., 2024, doi: 10.32629/rerr.v5i6.1547.
[21] A. R. S. Tuasikal, S. Hartoto, B. Prakoso, D. Kartiko, and A. Hariyanto, “The analysis on teaching skills and learning effectiveness of internship students,” Jurnal Cakrawala Pendidikan, p., 2021, doi: 10.21831/CP.V40I3.40466.
[22] J. T. Lobo, “An inquiry on the effectiveness of the teaching internship program based on pre-service teachers’ appraisal,” Journal of Research, Policy & Practice of Teachers & Teacher Education, p., 2023, doi: 10.37134/jrpptte.vol13.1.2.2023.
[23] K. Michos, A. Cantieni, R. Schmid, L. Müller, and D. Petko, “Examining the relationship between internship experiences, teaching enthusiasm, and teacher self-efficacy when using a mobile portfolio app,” Teach Teach Educ, vol. 109, p. 103570, 2022.
Downloads
Published
Conference Proceedings Volume
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.