Publisher :  Timeline Publication Pvt. Ltd , .ISSN : 2349 - 5219

International Journal of Innovation and Research in Educational Sciences

Prospective Teachers Proclivities in Regard to Teaching Practice as Part of Teacher Training

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Year:
2018
Type of Publication:
Article
Keywords:
Teaching Practice, Student Teacher, Initial Teacher Education and Prospective Teacher
Authors:
  • NJAGI, MERCY WANJA
Journal:
IJIRES
Volume:
5
Number:
5
Pages:
484-490
Month:
September
ISSN:
2349-5219
Abstract:
Teaching practice occupies a key position in initial teacher education programme. Teaching practice provides the prospective teacher with practical experience in a school to put theories into practice. In order to achieve the standards required for qualified teacher status, a student teacher is required to undertake teaching practice at least one school term in Kenya hence teaching practice is an obligatory requirement, transformative experience and of great importance to trainee teacher. During the teaching practice the student teacher applies the fundamental procedures, techniques and methods of teaching, even the philosophy of education learned theoretically in the classroom. Thus the trainee teacher undergoes practical use of teaching methods, strategies, techniques and exercise of different activities of daily school life. The purpose of the study was to investigate the student teacher readiness for teaching practice and experience during teaching practice. The study also explored the student teachers disposition of teaching profession after teaching practice. The study adopted descriptive research design. The participants were purposively sampled from fourth year Bachelor of Education students from universities in Kenya where a sample of 132 students was used. The finding of this research revealed that teacher preparation is adequate, student teachers face challenges during teaching practice and that majority intend to join teaching profession after the course. The findings of the study may provide added knowledge to teacher trainers to prepare, adjust and improve on their primary responsibility of preparing the prospective teachers. The findings may help teacher education institutions to understand diversity, intensity, complicacy and richness of teaching practice as an integral component of teacher education programme in order to provide quality and enriching teaching practice session to train competitive educators

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