Student teachers ‘perceptions of teaching practice at the University Of Zululand
Author(s)Mkhasibe, Rachel Gugu Ntombimpela
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AbstractStudent teachers ‘perceptions of teaching practice at the University Of Zululand Extensive research has been done on the importance of supervision of student teachers during teaching practice. The present study is a descriptive survey which sought to examine student teachers‟ perceptions of teaching practice. The sample comprised of 184 third year B.Ed students who had undergone teaching practice in 2013. To this end a questionnaire was constructed and validated through factor analysis technique by the researcher. The results revealed that student teachers hold favourable perceptions of teaching practice. The Kendall Coefficient of Concordance Wa yielded significant agreement among ranks assigned by student teachers to different teaching practice models. However there is a need for the improvement of the system of teacher education in order to prepare quality teachers. Some of the differences are the following: importance of preparing lesson plan as well as the pedagogical approach to presenting the lesson to learners. Most of the student teachers find it difficult in choosing and using teaching techniques and strategies that are suitable for the learners they teach. It is a given that there is no one strategy which can be implemented when imparting knowledge to the learners. However student teachers have to be exposed to those different strategies in order to be able to apply them depending on the lesson and the learners they are teaching. It can also be concluded that the perception of student teachers of teaching practice components of the lesson presentation is positive, irrespective of age and gender. Therefore the study has revealed that gender and age should not be necessarily concentrated on when students go out for teaching practice as reviewed by the findings. Based on the findings recommendations were made, among others, that the Faculty of Education should take into consideration the concerns of student teachers and address them before student teachers are sent to schools for teaching practice. This study is important in that it provides valuable information for the improvement of teaching practice when the perceptions of student teachers are acknowledged.
A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Masters of Education in the Department of Educational Psychology and Special Needs at the University of Zululand, South Africa, 2014