The aim of this study was to examine student teachers’ perceptions of whether schools play a significant role in their professional development. The study employed a mixed-method design. Open and closed-ended questionnaire items were used to collect data from 74 student teachers that went for Teaching Practice from three different teacher education institutions in 2016. Simple random sampling was mainly a pplied when selecting respondents. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) to derive frequencies, percentages as well as differences and associations of the responses from the three institutions under study. Qualitative data were summed up in themes and findings related and compared with quantitative results. Results show that while students appreciated the guidance from schools, they had a large share of dissatisfaction as well. Students faced numerous system and administrative challenges that prohibited adequate practice time in schools. It was recommended that teacher education institutions establish collaboration with schools to help students benefit from mutual understanding about Teaching Practice.
Teacher preparation is incomplete without Teaching Practice (TP). Everywhere in the world, teacher education is characterized by TP during the course of educating a teacher [
In Zambia, teacher education is characterized by TP as one of the major assessment provisions leading to graduation. Student teachers in either the 2nd, 3rd, or 4th year depending on the institution and qualifications trained for, are deployed to schools to practice teaching. Lecturers go to observe students and help them acquire teaching competencies. [
“Higher education institutions, schools and students should focus on the competencies of teaching throughout the whole period of initial training. The progressive development of these competencies should be monitored regularly during initial training. Their attainment at a level appropriate to newly qualified teachers should be the objective of every student taking a course of initial training” (p. 3).
The expected competencies required to be developed by trainee teachers according to [
To assess the acquisition of teaching skills, length of TP period should be considered. In Zambia, TP period varies from institution to institution. During the phased out Zambia Teacher Education Course (ZATEC), one year was school-based while another year was for TP (experience) [
Research findings by [
This study was guided by the following objectives:
1) To establish the nature of guidance provided by schools to student teachers while on TP.
2) To examine student teachers’ perceptions about the nature of guidance provided by schools during TP.
3) To establish the challenges student teachers face during TP.
The following questions helped to gather information about student perceptions of the roles played by schools in guiding them during TP:
1) What is the nature of the guidance provided to student teachers in schools during TP?
2) How do students perceive the guidance provided by schools during TP?
3) What challenges do student teachers face during TP?
The quality and effectiveness of an education system depends heavily on the quality of its teachers [
This study is informed by the Cognitive Apprenticeship Model. The Cognitive Apprenticeship Model explains the process by which learners learn from a more experienced person by way of cognitive and metacognitive skills and processes [
“Cognitive apprenticeship is an example of how scaffolding can be used in classrooms. A traditional apprenticeship involves an apprentice learning from a master craftsman” (p. 280).
Thus, the apprentice (learner) has to observe, be coached and allowed to practice what he or she has been coached. The trainee teacher needs a model to learn teaching strategies from. “The typical apprentice begins by doing simple tasks, gradually becomes more skilled and finally engages in the most complex task” [
The role of the school in the TP of student teachers cannot be overemphasized. Schools play a very important role in the professional development of student teachers. According to [
“Observing teachers in action is important not only at the start of training but also as the student teacher progresses and develops skills. It is essential that observation sessions are structured, focusing on a specific aspect so that the student teacher can tease out the elements that make up a lesson and modify and adapt what has been witnessed to suit a personal teaching style. Even when the student teacher has advanced to teaching whole lessons, it is still important to continue observing lessons. Early observations will provide student teachers with repertoires from which they can choose when linking activities together in their own lesson plans.”
From [
However, there are different contexts across the world. Institutions, schools and students face different challenges in reaching the standard expected of a well-trained teacher. [
[
The reviewed challenges do not only inhibit the professional development of a teacher beginning his or her career but also frustrates them. [
This study employed a mixed methods approach using a trend descriptive survey design. According to [
The original aim was to involve equal samples from each institution but some questionnaires were not returned. For [
The presentation and discussion of the results are guided by the nature of questions used to collect data. The main questions that guided the study were:
1) What is the nature of guidance provided to student teachers during TP?
2) How do students perceive the guidance provided by schools during TP?
3) What challenges do student teachers face during TP?
Students were first asked whether they received guidance from schools during TP.
The results in
Students received help from Heads of Departments (HODs), Heads of Sections (HOSs) and experienced teachers.
Generally, schools provided guidance to students through HODs and HOSs and experienced teachers being observed in teaching and observing students teaching. Allowing students to observe experienced teachers is clearly advised for students before they start teaching. This provides confidence and model behavior to the students. Schools’ provision of feedback is crucial to the professional development of student teachers.
However, these results do not reflect the same satisfaction levels when students were asked about specific areas of guidance.
The results further show that students appreciated schools’ support in their professional development.
Coming up with a lesson title is not that easy especially for students on TP. In this study, most students (66.2%) showed that they were not helped enough on how to come up with a lesson title. There were no significant differences ((χ2 (2, n = 74) = 1.98, p > 0.05), between students from the three different institutions. The results show clearly that SOCE students (76.7%) were more vulnerable in this regard, followed by UNZA (63%) and NUC (58.8%).
Characteristic | Yes | % | NO | % | Missing System | % | |
---|---|---|---|---|---|---|---|
1 | Received enough help from HOD or HOS in their specialized subjects | 58 | 78.4 | 9 | 12.2 | 7 | 9.5 |
2 | Students first observed experienced teachers | 60 | 81.1 | 12 | 16.2 | 2 | 2.7 |
3 | Experienced teachers observed students | 69 | 93.2 | 3 | 4.1 | 2 | 2.7 |
4 | Experienced teachers provided written feedback to students | 52 | 70.3 | 13 | 17.6 | 9 | 12.2 |
Characteristic | Institution | Frequency & Percentage | % | Total | % | ||
---|---|---|---|---|---|---|---|
Yes | % | No | |||||
Formulating lesson title | SOCE | 7 | 23.3 | 23 | 76.7 | 30 | |
NUC | 7 | 41.2 | 10 | 58.8 | 17 | ||
UNZA | 10 | 37 | 17 | 63 | 27 | ||
p-value = 0.370 | Total | 24 | 33.8 | 50 | 66.2 | 74 | 100 |
Formulating objectives | SOCE | 16 | 53.3 | 14 | 46.7 | 30 | |
NUC | 11 | 64.7 | 6 | 35.3 | 17 | ||
UNZA | 13 | 48.1 | 14 | 51.6 | 27 | ||
p-value = 0.559 | Total | 40 | 55.4 | 34 | 44.5 | 74 | 100 |
Lesson introduction | SOCE | 9 | 30 | 21 | 70 | 30 | |
NUC | 8 | 52.9 | 7 | 47.1 | 15 | ||
UNZA | 12 | 44.4 | 15 | 55.6 | 27 | ||
p-value = 0.267 | Total; (missing 2) | 29 | 42.4 | 43 | 57.6 | 72 | 100 |
Lesson development | SOCE | 9 | 30 | 21 | 70 | 30 | |
NUC | 9 | 52.9 | 8 | 47.1 | 17 | ||
UNZA | 15 | 55.6 | 12 | 44.4 | 27 | ||
p-value = 0.112 | Total | 33 | 46.2 | 41 | 53.8 | 74 | 100 |
Conclusion | SOCE | 12 | 40 | 18 | 60 | 30 | |
NUC | 9 | 52.9 | 8 | 47.1 | 17 | ||
UNZA | 15 | 55.6 | 12 | 44.4 | 27 | ||
p-value = 0.463 | Total | 36 | 49.5 | 38 | 50.5 | 74 | 100 |
Lesson evaluation | SOCE | 18 | 60 | 12 | 40 | 30 | |
NUC | 10 | 58.8 | 7 | 41.2 | 17 | ||
UNZA | 12 | 44.4 | 15 | 55.6 | 27 | ||
p-value = 0.452 | Total | 40 | 54.4 | 34 | 45.6 | 74 | 100 |
On coming up with lesson objectives, no significant differences between students from different institutions were reported from Chi-square test results at (χ2 (2, n = 74) = 1.16, p > 0.05). Students 55.4% (40) seem to indicate that they were helped on how to come up with lesson objectives while 44.5% (34) said they were not helped. Although there weren’t significant differences, most students from UNZA, 51.6% (14) said they were adequately helped in this area.
Another critical area of a lesson plan is lesson introduction. Generally, students 57.6% (43) said they were not helped enough, and no significant differences were recorded with Chi-square test showing (χ2 (2, n = 74) = 2.64, p > 0.05), giving an indication that students from the three institutions did not benefit much from professional help on how to introduce a lesson attractively.
The actual teaching and demonstration of content and methodologies by student teachers are demonstrated during lesson development. The results of this study show that students, 53.8% (41) were not helped enough on lesson development. This is consistent with chi-square computation which showed no significant differences in the results from the respondents from the three institutions, (χ2 (2, n = 74) = 4.38, p > 0.05).
On how best to conclude a lesson, chi-square results show differences at (χ2 (2, n = 74) = 1.54, p > 0.05) between the different institutions where respondents were drawn. However, 50.5% (38) of the students said they received adequate help on how to conclude the lesson while; 49.5% (36) said they were not. The difference between those who agreed and disagreed is 1%, meaning there is need to pay particular attention to this part as well when guiding student teachers.
Lesson evaluation is a reflection of a good teacher. A teacher should be able to tell whether his or her learners have achieved the objectives or not. Student teachers need quality guidance in this area. When responses from the three institutions were compared on a chi-square test, students reported that they were adequately helped on how to evaluate lessons, (χ2 (2, n = 74) = 1.59, p > 0.05) showing no significant differences (see p-value in
The students were further asked on whether they received adequate professional guidance on how to arrange the Teaching File. The results show no significant differences among respondents from the three institutions at (χ2 (2, n = 74) = 4.10, p > 0.05). Overly, 59.7% (44) students said they were not guided enough on teaching file order and the most vulnerable students in this area were from the SOCE 70% (21) followed by NUC at 64.7% (11). As the chi-square test results show, this is a general concern for students from all the three institutions (
On Teaching File, key documents that are expected to be seen are plans of lessons already taught, schemes of work, records of work and other necessary documentation such as assessment records. Students were asked whether they were guided on lesson plans, schemes of work and records of work. On filed lesson plans, a significant difference was noted through the chi-square test (χ2 (2, n = 74) = 7.80, p < 0.05). This mainly affected SOCE as 80% (24) of the respondents said they were not guided in this area. The strength of the relationship is at phi [ⱷ] = 0.325, slightly above medium of size effect. There were, however, no significant
Characteristic | Institution | Frequency | % | Frequency | % | Total (F) | Total (%) |
---|---|---|---|---|---|---|---|
Teaching file order | SOCE | 9 | 30 | 21 | 70 | 30 | |
NUC | 6 | 35.3 | 11 | 64.7 | 17 | ||
UNZA | 15 | 55.6 | 12 | 44.4 | 27 | ||
p-value = 0.129 | Total | 30 | 40.3 | 44 | 59.7 | 74 | 100 |
Teaching file lesson plans | SOCE | 6 | 20 | 24 | 80 | 30 | |
NUC | 9 | 52.9 | 8 | 47.1 | 17 | ||
UNZA | 14 | 51.9 | 13 | 48.1 | 27 | ||
p-value = 0.020 | Total | 29 | 41.6 | 45 | 58.4 | 74 | 100 |
Schemes of work | SOCE | 6 | 20 | 24 | 80 | 30 | |
NUC | 8 | 47.1 | 9 | 52.9 | 17 | ||
UNZA | 12 | 44.4 | 15 | 55.6 | 27 | ||
p-value = 0.078 | Total | 26 | 37.2 | 48 | 62.8 | 74 | 100 |
Records of work | SOCE | 14 | 46.7 | 16 | 53.3 | 30 | |
NUC | 7 | 41.2 | 10 | 58.8 | 17 | ||
UNZA | 12 | 44.4 | 15 | 55.6 | 27 | ||
p-value = 0.936 | Total | 33 | 44.1 | 41 | 55.9 | 74 | 100 |
differences among students on whether they were guided on the schemes of work or not at (χ2 (2, n = 74) = 5.10, p > 0.05) with most students (62.8%) saying that they were not well guided. On records of work, most students; 55.9% (41), also said that they were not guided (χ2 (2, n = 74) = 1.33, p > 0.05) showing no significant differences.
Overall, the average percentage of whether students received guidance on all the ten itemised features of pedagogy, shows that 44.5% received professional help from schools in various pedagogical areas and 55.5% did not agree. This shows the need to provide effective professional development to students in colleges and universities. The results show that all students from the different teacher education institutions faced the same difficulties. However, despite expressing some degree of dissatisfaction about the nature of guidance received during TP, students endorsed schools as the better to guide them and develop them professionally than their lecturers. When asked whether they were better guided by school staff or lecturers,
Most students said they gained more help from school staff than from the lecturers that visited and observed them. These results are similar to those by [
Respondents were asked for their views on the length of TP and whether they thought it was adequate for practice or not.
Students from SOCE and NUC said that the period for TP was adequate. Students from the university mainly said that the 8 weeks period of TP was not enough because usually the first week was mostly for settling in. “It’s like I only spent 4 weeks in teaching because the first two weeks were for settling in and the last two for tests,” wrote a respondent. Another respondent wrote, “I only taught for four weeks because our Teaching Practice took 6 weeks. Week one and six were used for settling down and test respectively”. “I was supposed to teach even for two terms so that I will have more experience”. “Because the period was short such that the time I was getting used to teaching, my time was over.” “I feel the period was too short, I still needed more time to enjoy my experience”. These findings are similar to the findings by [
Frequency | Per cent | ||
---|---|---|---|
Valid | School staff | 44 | 59.5 |
Lecturers | 22 | 29.7 | |
Both | 4 | 5.4 | |
Total | 70 | 94.6 | |
Missing | System | 4 | 5.4 |
Total | 74 | 100 |
Frequency | Per cent | ||
---|---|---|---|
Valid | Enough | 47 | 63.5 |
Not enough | 27 | 36.5 | |
Total | 74 | 100 |
are first and second terms of the school calendar. The third term, especially in Zambian school calendar, is characterized by disturbances related to preparations for examinations. This denies students adequate time to practice teaching.
Students reported that they took quite a long time to settle in schools during TP. Failure to settle in quickly further worsened the problem of shortened TP period for students from UNZA. The results showed that 62% (46) of the students only settled for TP in 1 to 5 days, while 28% (21) took about 6 to 10 days before they could settle. Seven respondents, 9% (7) of the students only settled after 11 to 20 days. In this case, if a student settles after 20 days and TP period is 8 weeks, the student is likely to practice only for 36 days (5 weeks). This could be the reason Simuyaba et al., (2015) said TP for UNZA students was six (6) weeks. It is difficult to put into practice skills learnt in the university in 5 weeks of TP. Such can be termed as pseudo practice.
Students also faced numerous challenges working with experienced teachers as in the following extracts from open-ended questions:
・ Some experienced teachers were not social and friendly for consultation.
・ Lack of respect by some experienced teachers.
・ Experienced teachers were hiding textbooks, they were selfish.
・ During month ends, experienced teachers all left school for payday leaving burdens on trainee teachers.
・ Some experienced teachers were not cooperative, they thought they knew it all.
・ Trainee teachers being segregated because experienced teachers thought students from a named university were arrogant.
・ Some experienced teachers were not willing to help student teachers.
・ Receiving love proposals from married teachers.
・ Experienced teachers were too bossy.
・ Experienced teachers worked like they were competing to teach with trainee teachers.
・ Some experienced teachers felt inferior to students who were studying for a degree because they themselves were diploma holders.
・ Experienced teachers used to underrate trainee teachers saying they were incompetent.
・ Both experienced and trainee teachers had difficulties adapting to the new curriculum.
From the results, the researcher observes the need for a strong student support system to ensure effective TP. This strong support calls for collaborative effort and a pull of not only material resources but also intellectual, emotional and social resources. A strong support system for student teachers is demonstrated in
In the above framework in
Learners are key stakeholders in the school. Learners can build or destroy a teacher. In this study, some student teachers complained that they were not respected by learners, an aspect that was also attributed to experienced teachers influencing learners to regard student teachers as such. One of the respondents said,
“I was not happy when I was introduced as a student and the pupils jeered aloud”.
Such a problem is created by the school. A school must have values to promote. A school is not expected to be in the forefront of promoting discordant behavior among learners. While it is understood that student teachers are students, they are teachers to learners even during TP. They deserve respect. [
“Teaching Practice was a period of teaching competition between us and experienced teachers”.
Another wrote,
“Teaching was like a competition because most teachers were diploma holders”.
Similar to this behavior, [
The challenges of poor infrastructure, over-enrolled classrooms, lack of teaching and learning resources are system challenges that are beyond a student’s control and require the Ministry of General Education to pay particular attention to addressing such challenges. Schools, however, have a role to structure TP for student teachers in a manner that does not create pressure handing overcrowded classes by students who need to practice learner-centered methods on small numbers. Effective TP calls for teaching resources, otherwise, student teachers would abhor the profession. It was astonishing to discover that student teachers faced challenges because they found a new curriculum in schools yet they were trained on an old curriculum. One student wrote:
“Teaching is a very frustrating profession, there is no allowance, no teaching materials, and I have to fight for myself on everything”.
Such expressions though real, are not wondrous to the teaching profession. The provision of effective teacher education requires all stakeholders and especially the Ministry of General Education to be on top of things.
The study concludes that although efforts were being made by schools to guide student teachers during TP, an aspect that student teachers appreciated compared to the guidance received from lecturers, a number of challenges constrained the quality of guidance students received. There were no significant differences among the three institutions with regard to the challenges students faced during TP. The challenges which affected both schools and students include short TP period, lack of coordination between teacher education institutions and schools, leading to students failing to settle down quickly for TP.
Following the results of this study, the following were the recommendations;
1) TP period should not be less than 3 months or one school term as reflected in [
2) Teacher education institutions should create strong links with schools and provide the necessary skills for schools to be able to, in turn, provide effective professional development to student teachers. This can include the training of experienced teachers in student mentorship.
3) Teacher education institutions should align their curriculum with school curricula to avoid disparities in what students train in and what they find in the schools where they are posted for teaching practice.
4) The Ministry of General Education should design effective support system for student teachers to be able to practice teaching effectively. This can include meeting students’ basic needs such as food and transport allowances, accommodation and addressing the shortage of teaching and learning materials besides classroom overcrowding.
The author declares no conflicts of interest regarding the publication of this paper.
Muzata, K.K. (2018) Collaborative Responsibility in Teacher Preparation: Student Teachers’ Perceptions of the Role of Schools in Their Professional Development in Zambia. Open Access Library Journal, 5: e4982. https://doi.org/10.4236/oalib.1104982