An Analysis of a Teacher Education Programme at a Namibian Tertiary Institution

Abstract

Teacher quality is a crucial element of quality education, and it is dependent on the quality of teacher education. Thus, this study analyses the teacher training programme at a Namibian university to determine its quality. Four quality determining components were analysed: students and teacher educator qualities; curriculum materials; teaching and learning process; and teaching practice. This qualitative study employed a single case study design. Four research instruments were used to collect data: document analysis, focus group interviews, questionnaires, and observations. The sample comprised one hundred and sixty (160) pre-service students, one (1) focus group of fifteen (15) graduates, sixteen (16) teacher educators, and three (3) focus groups with a total of thirty (30) pre-service students. The significant findings of this study were that average students enrol for the teacher education programme because of extrinsic and other motives other than intrinsic and altruistic reasons. In addition, the teacher education curriculum was found to be overcrowded with fragmented modules. Further, the subject matter content was not aligned with the school curriculum; students exit with little subject matter knowledge. The study also found that the assessment of pre-service students lacked authenticity as assessment questions do not test the understanding and application of knowledge. Additionally, the lecture method dominated the pedagogies employed, promoting rote learning. Another factor was poor teaching practices characterised by inadequate time allocation and lack of mentoring support from the school. Thus, a lot is desired from the teacher education programme; hence, the study recommends a longitudinal study to be carried out involving all higher education institutions in Namibia that offer a teacher education programme to see if the findings would be the same.

Perspectives on Teacher Education Programme Preparation of Preservice Educators at A University in South Africa

“…The implication is that students' failure is also attributable to the level of skills possessed by the teacher. Consequently, only a well-trained teacher possesses the competencies to deliver quality and effective teaching (Junias et al, 2022). And a teacher with the desired skills to deliver quality teaching is a product of a good teacher education programme.…”

“…The essence of such training is to ensure teachers are equipped with the necessary competencies that guarantee the delivery of quality teaching since this is part of the crucial determinant of the growth and learning of students (Junias et al, 2022). As argued by some scholars, teacher education has been at the centre of discourse at the global level (Abdul & Ahmed, 2012).…”