Teaching Practice and the quality dilemma: Lessons from experiences of student teachers in Masvingo Province

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.

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

“…Teaching practice is beset with challenges. This is probably why some student teachers find it challenging and problematic (Mashava & Chingombe, 2013). According to Moore (2003), student teachers fail to practise teaching effectively because they are more concerned with 'procedures and routine tasks'.…”