Impact of Teaching Practice on Pre-Service Teachers’ Pedagogical Competencies in Tanzania

Abstract

Teaching practice is an integral part in preparing pre-service teachers and initiates them to the actual teaching environments. TP has been frequently interrupted hence raising a concern about its contribution on improving pedagogical competencies. This study sought to understand the contribution of teaching practice on developing pre-service teachers’ pedagogical competencies. The study adopted case study design through the mixed approach that involved a total of 81 respondents from Mzumbe University in Tanzania. Respondents were picked from their teaching practice stations to fill in the questionnaires with 36 items. Participants consent was obtained before taking part in responding to questionnaires. The findings show that, pre-service teachers perceive TP as a crucial part of teacher education as it helps to consolidate pedagogical skills. Again, TP contributed to develop pre-service teachers’ pedagogical competencies through merging theoretical understanding and actual practices as well as how to select, prepare and use teaching and learning materials and aids. Further, findings show challenges like inadequacy of single assessment, poor mentor-novice teacher relationship and interruptions that reduced the actual teaching time. TP requires some modifications including improved relationship between pre-service teachers and host teachers, to increase the TP duration to compensate lost time due to interruptions and pre-service teachers need to be assessed more than once. It is recommended that time for TP should be reviewed in the universities curricula for pre-service teachers to have practical experience and get mentorship from experienced teachers. In this way, TP will become an apprenticeship with great impact to the teaching profession.