Abstract

• The purpose of this study was to investigate the teaching aptitudes of student teachers in Yangon University of Education (YUOE). The sample for this study consisted of 477 student teachers 250 males (117 from first-year and 133 from fourth-year) and 227 females (123 from first-year and 104 from fourth-year). Teaching aptitude test developed and standardized by Bingham (1937) and by Dr. R.P. Singh & Mrs. S. N. Sharma (2005) containing 30 items. These items were constructed with 28 multiple-choice questions and two open-ended questions. The reliability coefficient was found to be 0.705. The finding revealed that the student teachers make a significant difference in their aptitude due to variations in their gender, educational level, age group, specialization, and locality. This analysis results found that female student teachers are seen to be significantly better than male student teachers. According to the research findings, it was found that fourth-year student teachers may have higher aptitudes than first-year student teachers. There was a significant difference in age group. The regular attending older age group student teachers have a higher aptitude than the other groups. Similarly, there were also significant in specialization. The science major specialization student teachers have higher teaching aptitude than the others. There was no significant difference in locality. As a result of this study, it was found that there were significant differences in aptitude measures between gender, age group, educational level, and major specialization. It was hoped that the findings of this study will be useful to teachers, educators, and student teachers to know the importance of teaching aptitude. The findings of this study will be useful to improve the understanding of student teachers’ teaching aptitude. This study indeed provides a positive impact on teacher educators for facilitating their student teachers with effective training.