Challenges Affecting the Implementation of Teaching Practice: The Case of the University of Zambia

Abstract

For many years, the process of training a teacher has been extensively studied and discussed in the scientific and academic community worldwide. However, very few studies have been conducted on teaching practice in the developing world, which include Zambia. Teaching practice affords student teachers an opportunity to translate theory into practice in a real classroom situation. This study investigated challenges that the University of Zambia faces in implementing teaching practice in schools. In addition, the study probed teacher educators, supervising teachers and student teachers' views on measures that can be taken to improve the implementation of teaching practice in schools. The theoretical framework for this qualitative study was the third generation activity theory. The sample was purposely selected and comprised eight teacher educators, 10 supervising teachers and 24 student teachers. Semi-structured interviews and focus group discussions were used to collect data. The data were analysed thematically. The study established that the whole process of teaching practice faced many challenges such as lack of collaboration between teacher educators and supervising teachers and limited learning space resulting in inadequate learning and peer teaching time. Most of the study's findings are consistent with findings of earlier studies. This study is significant as it attempts to reduce the knowledge gap that appears to stem from a paucity of research on teaching practice in Zambia. One major recommendation is that School of Education should be separated from other schools.

Assessing the Effectiveness of Interaction Approach in Learning about Rivers among Grade IX Students in Geography

“…Using IA presents numerous challenges. The challenges that teachers and students face when using participatory methods which are attributed to the lack of teaching materials, are consistent with Luchembe [34] who claim that the environmental situation and the location of schools are the challenges that impede the effective use of interaction. Furthermore, the study conducted by Ayeni and Olowe [5] in Ghana found that the students were neither organized nor participating effectively in the relevant classroom activities as a large number of students exceeded the classroom capacity in most schools.…”

Navigation of Teaching Practicum Challenges An Emerging Perspective of Pre-Service Teachers

“…Conformability was further solidified through an external audit and was checked by seeking participants' feedback on findings and interpretations. In this research, ethical principles such as protecting participants' dignity and ensuring confidentiality were ensured by assigning symbols like PTs to report findings accurately (Luchembe, 2021).…”

Is Face-to-Face Scrambled Teaching Practice Supervision Effective Amidst Natural Disasters and Pandemics? The Teaching Practice Students’ Perspectives

“…Some schools of education are joined with other faculties, such that other faculties teach content. In contrast, schools of education handle the methodology and foundation course's parts during theory, while both entities are involved in field supervision (Luchembe, 2021).…”

“…Field practicum duration and model vary with countries and institutions (Luchembe, 2021) due to policy, urgency, and human and nonhuman resource availability (Cuane, 2022; Tahir, 2003). Sometimes supervision coincides with campus theory work, which has a daunting impact on commissioning and the frequency of supervision (Sempowicz & Hudson, 2011).…”