Issues of Quality in Teaching Practice Supervision among Open Distance Students: Student and Lecturer Input (Published)
While Teaching Practice (TP) students are expected to carry out teaching duties as guided by their training institutions and instructions from the school managers, there is need that all stakeholders get involved to improve the quality of the practicum. As such, the purpose of TP supervision is meant to achieve the set of objectives of training and building up a teacher to the level of acceptable standard. This study was conducted with the open distance students who were following up a Post-Graduate Diploma in Education at Zimbabwe Open University (ZOU). The study employed focus group method with participants and a few open ended questionnaires were administered. In the study it was established that TP supervision was regarded as effective in some ways such as being timeous but not productive in giving students room to air their opinions as discussions were dictatorial and hurriedly done. The study suggests, among other things, a relook by the University on the minimum numbers of students each TP supervisor should supervise on a given day, especially in remote areas where schools are far apart.
Is Teaching Practice for Grading or Improvement? Examining Student teachers’ Perception and Experience at the University of Dar es salaam, Tanzania (Review Completed - Accepted)
Teaching practice is the central activity in testing teaching skills gathered in classroom learning and in preparing professional teachers in any country. The current study investigated student teachers perception and experience on the teaching practice supervisor’s treatment, student supervisor pre or post classroom discussion and teaching practice processes in general. The data to inform the study were collected from 112 student teachers: 67 were males and 45 females and the tools used were questionnaires both structured and non-structured. Of these 52 were second years while 60 were third years. Majority of respondents about 95(84.8) were pre service and 17 (15.2%) were in-service. The findings revealed that student teachers had positive perception on teaching practice exercise, teaching practice supervisor’s treatment, and supervisor-student feedback provision style. It was also discovered that demographic variables such as: sex, year of study and professional background had a slight influence on student teachers perception on teaching practice exercise, supervisors treatment, and supervisor-student feedback styles. In line to that 42 (37.5%) student-teachers’ acknowledged the concept that teaching practice is for improvement and the remaining percentages were given to factors associated to opposite dimension. It was therefore concluded that, there is a need for strengthening the teaching practice supervision exercise and specifically the collaboration between university teaching practice office and the teaching practice-host institutions should be improved so as to minimize the challenges emanating from miscommunication during the teaching practice exercise