Practicum Teaching Quality for Educators and Aspiring Teachers in Fiji – A case study of selected High schools in Viti Levu and Vanua Levu

Atelini Bai, Manpreet Kaur


The purpose of this paper is to fill in the void in the existing literature and investigate the quality of practicum teachers in Fiji as this is one of the most crucial factors underpinning Teacher Education Programs in Fiji’s Teacher Education Institutions. Furthermore, the paper examines the need to continuously raise the bar and be on par with new teaching knowledge; skills and strategies needs be consistently monitored during this period and not left to chance. The purpose of this research is to identify the necessary contemporary skills essential for the enhancement of learner’s skills and attitudes. The study implements mixed method design with the intention of incorporating qualitative and quantitative research methods in the data collection and analysis. Hutter-Hennink qualitative research cycle is used and data is collated through the use of semi-structured interviews which uses a mixture of both open ended and closed questions. Transcripts are analyzed line by line identifying key phrases or indicators in emic and perspectives of Verstehen.  Emerging themes are tabulated providing the qualitative analysis of this research. The paper further conducts quantitative technique using  a 5 point Likert scale ranging from 5 (strongly agree) to 1 (strongly disagree) to gather the finer points of this Practicum Teaching Quality in Fiji schools. The key findings are that children have a right to quality education. In all facets of the school and its surrounding education community, the rights of the whole child to survival, protection, development and participation are at the core of sustainable development. This means that the focus is on quality learning facilitated by robust, competent, impactful, effective and student-centered teachers who will indisputably strengthens the capacities of children to act progressively on their own behalf through the acquisition of relevant knowledge, useful skills and appropriate attitudes. The paper finds a void in Fiji’s aspiring and practicum teachers who need to up skill themselves in terms of quality delivery so that meaningful learning is acquired and children can construct for themselves and the community at large; places of safety, security and healthy communication. However, quality also largely depends on national policies pertaining to teacher intake requirements, practicum duration, synchronizing of Teacher training courses and teacher preparedness.


Fiji, practicum teachers, quality, competent, student-centered, FNCF, MOE.

Full Text:



  • There are currently no refbacks.