School Practice Supervision and Performance of Student Teachers in Higher Institutions of Learning in Uganda: Empirical Evidence from Kyambogo University and Ndejje University

Autor/inn/en	Apolot, Harriet Margret; Otaala, Justine; Kamanyire, Venance; Komakech, Robert Agwot
Titel	School Practice Supervision and Performance of Student Teachers in Higher Institutions of Learning in Uganda: Empirical Evidence from Kyambogo University and Ndejje University
Quelle	5 (2018) 2, S.16-35 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Student Teachers; Higher Education; Interviews; Questionnaires; Qualitative Research; Statistical Analysis; Self Efficacy; Teaching Skills; Teacher Competencies; Supervisory Methods; Practicum Supervision; Gender Differences; Age Differences; Predictor Variables; Correlation; Pedagogical Content Knowledge; Uganda + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Fragebogen; Qualitative Forschung; Statistische Analyse; Self-efficacy; Selbstwirksamkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Prädiktor; Korrelation; Pädagogische Kompetenz
Abstract	This study examined the impact of school practice supervision on performance of student teachers in higher institutions of learning in Uganda. Purposive and random samplings were used to select respondents from the two universities. Data was collected using interviews, closed and open-ended questionnaires from a sample of 103 respondents, and 76 respondents returned their well-filled questionnaires giving a response rate of 73.8%. Quantitative data was analyzed using SPSS Ver. 20 while qualitative data was analyzed using content analysis. The result showed a significant positive relationship between school practice supervision and student teacher performance (r = 0.518, p<0.000) in higher institution of learning in Uganda. It also showed that school practice supervision improves student teachers' subject competence; enhances their confidence in teaching and learning of new teaching techniques. It therefore concludes that although school practice is an integral part of the teacher education programs in both Kyambogo and Ndejje Universities, the practice is bedevilled with many challenges ranging from poor facilitation of both students and supervisors, lack of respect for both student teachers by lecturers and vice versa. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01