Teaching Practice Experience for Undergraduate Student Teachers: A Case Study of the Department of Education at Sokoine University of Agriculture, Tanzania

Autor/inn/en	Msangya, Benedicto William; Mkoma, Stelyus L.; Yihuan, Wang
Titel	Teaching Practice Experience for Undergraduate Student Teachers: A Case Study of the Department of Education at Sokoine University of Agriculture, Tanzania
Quelle	In: Journal of Education and Practice, 7 (2016) 14, S.113-118 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Student Teachers; Undergraduate Students; Teaching Experience; Case Studies; Student Attitudes; Qualitative Research; Questionnaires; Secondary Education; Financial Support; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Case study; Fallstudie; Case Study; Schülerverhalten; Qualitative Forschung; Fragebogen; Sekundarbereich; Finanzielle Förderung; Tansania
Abstract	Education is the key to development; however, it is impossible to think the quality of education without having academically qualified and professional responsible teachers. The main objective of this study was to examine the perspectives of undergraduate student teachers toward teaching practice experience as a tool of learning to teach. A qualitative research methods approach using semi-structure questionnaires was carried out to 351 second and third year undergraduate student teachers in the department of education of the Faculty of Science at Sokoine University of Agriculture. The findings indicate that the student teachers perceived teaching practice as an important tool of learning to teach because it promoted the development of teaching experience and prepared them for the real world of work. The results also revealed that teaching practice is sufficiently emphasised and lack of financial support and the mismatch of the teaching practice period with local secondary school calendar were the main challenges. The study recommends provision of adequate fund on time, close supervision, building strong university partnership with the local secondary schools need interventions if not be improved and given its due attention. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01