Teaching Practice at the University of Namibia: Quo Vadis?

Scott, Aletta

doi:10.1080/18146627.2013.855440

Cited by 7 publications

(3 citation statements)

References 6 publications

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“…Therefore, improving the curriculum and teaching quality in higher education, especially in implementing practice in schools, has a vital urgency [46]. In addition, supervision or mentoring from teachers in schools is critically important in the success of teacher candidates [47]. Teachers or mentors from school act as peers for discussion, introduce school culture, and do other teaching experiences [45].…”

Section: Discussionmentioning

confidence: 99%

Education students’ readiness as professional geographic teachers in the 21st century

Kurniawan¹,

Akhyar²,

Muryani³

et al. 2023

P Sci Edu

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Introduction. In the 21st century, geography learning must be understood in a broader context as a part of the whole education with contemporary features and is able to fulfill recent and future challenges. Geography teacher candidates are required to be professional and possess the complexity of the competencies that must be mastered. Consequently, teachers must be more competent in providing quality learning to students following the demands of 21st-century learning. This study aimed to find the factors determining the readiness of educational students as 21st-century professional geography teacher candidates. Study participants and methods. The research was carried out using a survey method involving 349 students of geography education from campuses in and outside Java Indonesia. The analysis used was the second-order Confirmatory Factor Analysis (2nd CFA) and Structural Equation Modeling (SEM) analysis technique and continued with descriptive-narrative analysis to describe the achievements of each variable. Results. The results showed that the Student Readiness as Professional Teacher Candidates of the 21st Century (KMSGP) both in Java and outside Java showed a significant value, which means that all factors influence the formation of the KMSGP. The strongest indicator in the formation of KMSGP in Java and outside Java is Educators Creating an Environment That Respects Learner Diversity (X2) with a significant relationship of more than 84%. Meanwhile, other indicators that are also high are that Educators Understand the Materials They Teach Well (X3) with a significant relationship of 90% for campuses in Java and Educators Show Leadership (X1) with a significant relationship of 88% for campuses outside Java. Practical significance. Based on the results, the competence of teacher candidates needs to be improved. The efforts can be carried out through tutoring programs, lesson study, designing an authentic learning environment by utilizing learning technology, improve teaching practices in universities, experimental learning, integrating technology in teacher education, teaching multicultural pedagogic skills, self-development, and self-improvement.

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Section: Discussionmentioning

confidence: 99%

Education students’ readiness as professional geographic teachers in the 21st century

Kurniawan¹,

Akhyar²,

Muryani³

et al. 2023

P Sci Edu

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“…The challenges were related to classroom management and pupil discipline, institutional and personal adjustments, classroom teaching and pupil learning. Another study conducted in Namibia also established that maintenance of discipline and class management and knowledge transfer were challenges to the implementation of teaching practice (Scott, 2013). Chunmei and Chuanjun (2015) report that some challenges arose from student teachers' lack of opportunities to teach and learn how to manage a class.…”

Section: Literature Reviewmentioning

confidence: 99%

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

2021

JEP

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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.

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“…In the last teaching practice phase, pre-service teachers have to teach under the assistance of experienced teachers for a period of eight weeks and are assessed by host subject teachers (Ankonga, 2018). Yet still the eight weeks seems to be shorter for preservice teachers to merge theoretical skills with practical in real classroom environment (Scott, 2013).…”

Section: Models Of Teaching Practice In Tanzania and Other Countriesmentioning

confidence: 99%

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

Ezekiwl Kihwele,

Mtandi

2020

EAJESS

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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.

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Teaching Practice at the University of Namibia: Quo Vadis?

Cited by 7 publications

References 6 publications

Education students’ readiness as professional geographic teachers in the 21st century

Education students’ readiness as professional geographic teachers in the 21st century

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

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

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