Abstract:
Understanding the perceptions of student teachers of English as a Foreign Language (EFL) is essential to approach and improve their practices. This study aims to explore EFL student teachers’ perceptions of their teaching practice that they have experienced before graduating from a teacher education programme in Yemen. It investigates their perceptions on teaching practice in general, including supervision by their cooperating teachers, university supervisors, and the host schools. The study employs a quantitative approach to collect and analyze the data. The data were collected using a five-point Likert scale questionnaire. The findings show that student teachers are dissatisfied with their teaching practice experience. They also indicate that the supervisory visits and guidance are limited to provide the student teacherswith frequent and valuable feedback for their teaching practice. Based on the findings, some implications and recommendations have been offered for EFL teacher education programmes administrators and policymakers, particularly in Yemen and other similar teaching and learning contexts.
