Views from below: Students? perceptions of teaching practice evaluations and stakeholder roles

Abstract

Interest in teaching practice as an essential component of teacher education is growing.
 In spite of this, there is a dearth of research investigating students? perceptions of
 teaching practice evaluations from them as beneficiaries. This qualitative study
 examines students? perceptions of teaching practice evaluations administered by
 means of observations and criteria-based forms from a systems theory approach,
 with a view to establishing how effectively all aspects of support, structure and
 teaching practice evaluation interact and contribute to the development of new
 teachers. The sample was drawn from one of three campuses that offer the teacher
 education programme. Data was gathered from 12 focus groups of 57 students
 using in-depth, semi-structured, open-ended interviews. Results revealed that,
 although students generally found teaching practice evaluations meaningful, several
 systemic factors mitigated against their growth and development. Recommendations
 included strengthening partnerships between schools and university and among
 all stakeholders; development of a teaching practice theoretical framework and
 alignment of teaching practice in the campuses that offer the teacher education
 programme, and developing teaching practice frameworks and structures that could
 offer students meaningful learning experiences while they are in the schools.