Teaching Practice and the Quality Dilemma: Lessons from Experiences of Student Teachers in Masvingo Province

Autor/inn/en	Mashava, Rumbidzai; Chingombe, Agrippa
Titel	Teaching Practice and the Quality Dilemma: Lessons from Experiences of Student Teachers in Masvingo Province
Quelle	In: Africa Education Review, 10 (2013), (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2013.855439
Schlagwörter	Student Teachers; Educational Quality; Educational Practices; Professionalism; Stakeholders; Elementary Education; Program Effectiveness; Case Studies; Qualitative Research; Mentors; Administrator Attitudes; Instructor Coordinators; Questionnaires; School Community Relationship; Supervisory Methods; Educational Resources; School Effectiveness; Preservice Teacher Education; Student Experience; Foreign Countries; Zimbabwe + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Quality of education; Bildungsqualität; Bildungspraxis; Professionalität; Elementarunterricht; Case study; Fallstudie; Case Study; Qualitative Forschung; Fragebogen; Bildungsmittel; Schuleffizienz; Lehramtsstudiengang; Lehrerausbildung; Studienerfahrung; Ausland; Simbabwe
Abstract	Teaching Practice is presumed to be key to professionalization of teachers, although very little research has been done on its effectiveness. This article seeks to show the views of stakeholders on the effectiveness of Teaching Practice in Zimbabwean primary schools. A case study which is largely qualitative was found appropriate. A sample of 84 participants comprising 40 student teachers, 20 mentors, four Teaching Practice co-coordinators and 20 school administrators was purposively drawn from Morgenster and Masvingo Teacher's colleges in Masvingo Province to help provide data on this issue. It emerged that Teaching Practice, though largely beneficial, was also detrimental to the grooming of an ideal teacher. From the findings, it was clear that the current thinking among stakeholders is from other institutions to allow for objectivity of the practice. It was recommended that, a revisit of the curriculum was necessary and the need for government to support Teaching Practice was also highlighted and that trainee teachers should be supervised by lecturers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01