European Journal of Educational Sciences
Vol. 1, Issue 2, 2013
AN ANALYSIS OF PERCEPTIONS OF STUDENT TEACHERS, MENTORS, AND
LECTURERS ON MODELS OF SECONDARY SCHOOL TEACHING PRACTICE
BEING EMPLOYED IN ZIMBABWE
Marimo Simon Tirivanhu
Midlands State University
Zimbabwe
marimost@msu.ac.zw
Mutemeri Judith
Midlands State University
Zimbabwe
mutemerij@msu.ac.zw
CITATION: Tirivanhu, M. S. & Judith, M. (2013). An analysis of perceptions of student
teachers, mentors, and lecturers on models of secondary school teaching practice being
employed in Zimbabwe. European Journal of Educational Sciences, 1 (2), 93-107.
ABSTRACT
This study presents an analysis of perceptions of student teachers, mentors and lecturers on
models of secondary school teaching practice being employed in Zimbabwe. The major
question that guided the study was how student teachers, mentors and lecturers perceived
models of secondary school teaching practice being employed in Zimbabwe. The researchers
used concurrent triangulation because it enabled the researchers to use both quantitative and
qualitative methods of data collection concurrently and this helped the researchers to
understand the phenomenon of interest. The population comprised of seven universities
offering post -Advanced Level Bachelor of Education degree, three secondary teachers’
colleges offering Diploma in Education, two hundred lecturers and four hundred mentors
where the students had done their teaching practice. Four hundred and fifty current student
teachers’ undergoing teaching practice and three hundred and twenty former students also
formed part of the population. The sample was selected through purposive sampling
procedure. The findings revealed that whilst the lecturers feels that the models being
employed are adequately preparing the students teachers, however, the mentors and students
thought that the models were not adequate. Students lacked the pedagogical skills to link
theory into practice. In light of the findings the researchers recommend that pedagogical
theoretical modules should not be treated separately from TP. TP should be developmental
rather than it being an event.
Keywords: Perceptions, Teaching Practice, Models of Teaching Practice, Teacher
Development
INTRODUCTION
There are a number of Teaching Practice (TP) models employed by teacher training teachers’
colleges and universities and according to Mhlanga (1996), Chiromo (2007), Chikunda
(2008) and Bvukuvhani, Zezekwa and Sunzuma (2011) over a number of years many models
of teacher education such as the conventional, alternative needs-response, distance and lifelong have been adopted by a number of countries including Zimbabwe. There is also
sandwich and cascade model. Each of the models has got its own merits and demerits. The
study made an analysis of the perceptions of student teachers, mentors, and lecturers on
models of secondary teaching practice being employed by universities and teachers’ colleges
in Zimbabwe.
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LITERATURE REVIEW
The adoption of pedagogically sound models of teacher education enhances the production of
teachers of a higher quality. The researchers observed that schools tend to compare students
trained in teachers’ colleges with those from universities in terms of preparation for teaching
practice It is against this background that this study sought to analyse the perceptions of
student teachers, mentors and lectures on the models of teaching practice being employed by
universities who are offering post-Advanced Level, Bachelor of Education Honours degrees
on a four year programme and teachers’ colleges offering Diploma in Education on a two
year and three year programmes. The study makes an analysis of the models being employed
by teachers colleges and universities in order to establish their effectiveness.
Teaching practice or Work-Related Learning (WRL) experiences are an extremely important
and essential component of teacher training programmes as they afford student teachers an
induction in the teaching profession (Bvukuvhani, et al., 2011). The same authors also say
that within the TP period, schools develop structured activities to help orient student teachers
to the system and assume roles and responsibilities of practising teachers (Bvukuvhani, et al.,
2011).
Theory remains theory until it is transformed into practice in the classroom. It operates as a
two-way process; theory informs practice and practice modifies theory (Bvukuvhani et al.,
2011). The TP/WRL therefore, should enable the student to transform theory into practice
and vice-versa. The quality of the model of TP has a bearing on student teachers’
understanding of subject matter and pedagogical knowledge. Chiromo (2010) sought to
review the extent to which different models of teaching practice (TP) adopted since
independence satisfied political, economic, administrative and pedagogical needs. Whilst
Chikunda (2008) focused on the re-orienting home area TP in a two year initial teacher
education programme the case of Mutare Teachers’ College in Zimbabwe. Moyo (2002)
carried out a research on effective TP a case of Morgenster Teachers’ College in Zimbabwe.
Bvukuvhani et al., (2011) carried out a research on primary school pre-service teachers
perceptions of the effectiveness of mentor supervision.
The researchers observed that schools tend to compare students trained in teachers colleges
with those from universities in terms of preparation for teaching practice. Reviewed literature
indicates that there are a number of studies that have been conducted regarding perceptions
the models of TP. The researchers focussed on analysing the perceptions of student teachers,
mentors and lectures on TP models in an effort to establish the effectiveness of the models
being employed by the universities and teachers’ colleges. All the three secondary school
training teachers’ colleges fall under the University of Zimbabwe, Department of Teacher
Education. The universities are autonomous in as far as training teachers is concerned. Of
concern is that the same student teachers are being trained to become secondary school
teachers to teach in the same schools.
The study is relevant to Zimbabwe as the findings are of significance in that it is of specific
interest to: universities and teachers colleges offering post Advanced Level Diploma in
Education and Bachelor of education and schools were the teachers do their teaching practice
and their final deployment. The research will provide insights on the effectiveness of the
models being employed by universities and teachers’ colleges. It will provide a basis for
improvement strategies by the institutions offering Diploma in Education and Bachelor of
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Education in as far as their teaching practice or work related learning is concerned. The study
is to do with standardisation, issues of national quality assurance and in line with
international standards since all the institutions are responsible for training teachers. There is
need to first review the models of TP/WRL being employed by universities and teachers
colleges since 2000.
TEACHERS’ COLLEGES
3 Year Programme (Post- Ordinary Level)-One Year Full Time TP
The Diploma in Education (Secondary) in teachers’ colleges, the post Ordinary Level
students has first three terms (one year) as the first residential phase followed by three terms
(one year) of teaching practice and the last three terms (one year) as the final college
residential phase.
According to Chiromo (2010) the model was introduced in (1995) and the duration is three
years for post-Ordinary Level students. The programme allows student teachers to spend the
first and third years at college and the second year on TP as full time teachers. This is a
“Sandwich” model of teacher education. Sandwich in the sense that the second year of TP is
somehow “sandwiched” between the two layers of residential courses (Chiromo, 2011). The
pattern of TP is where student teachers are attached to qualified teachers (mentors) and
deployed as near to the college as possible making it easier and cheaper for lecturers to
supervise students. Among some of the pedagogical reasons given for the introduction of
Attachment Teaching Practice (ATP) were that student teachers get ample time to prepare
lessons thoroughly, have time to experiment and being innovative since they work with a
minimal teaching load of 12 periods per week.
It is hoped that high quality teachers are produced because this model of ATP allows close
monitoring and effective supervision by the colleges since student teachers will be deployed
closer to parent college. Chiromo (2010) argues that TP spread throughout the year allow
students and lectures time for reflection, review, feedback and evaluation.
This ATP which is currently (2012) in operation requires the student teachers go for TP
during the rest of the second year of their three-year training period. The student teachers are
deployed to schools where each one of them is supposed to get attached to co-operating
teacher (mentor). The mentors share their teaching loads (classes) with the student teachers
(Chiromo, 2010). This has Advantage that this leaves the student teacher free to observe the
mentor to teach and vice versa. According to Chiromo (2010) the mentor is supposed to be a
professional and critical friend who assists the student teacher in his/her day to day life while
on TP. This implies the mentor is there to advise the student teacher in matters pertaining to
his/here professional development. One of the major challenges of this model as cited by
Walker, (1998) is that some secondary schools do not understand the concept of ATP despite
some workshops having been conducted to explain the concept.
2 Year Programme (Post-Advanced Level) - 12 Weeks TP
The Diploma in Education (Secondary) in teachers’ colleges, the post Advanced Level
students has first three terms (one year) as the first residential phase followed by one term of
teaching practice (12 weeks) and the last two terms as the final college residential phase
(Chiromo 2010).
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9 Months Programme (Post- Academic Diploma)-12 Weeks TP
The above programme is offered to those who would have acquired academic diplomas and
then find themselves in schools teaching in such areas as agriculture. The join the teachers
colleges for three months receiving foundations in education as first residential phase
followed by three months (12 weeks) teaching practice and the last three months as the final
college residential phase.
UNIVERSITIES
4 Year Programme (Post-Advanced Level)-2 Semesters/10 Months TP/WRL
The Bachelor of Education (Honours) degree has the first four semesters (2 years) as the first
university residential phase followed by two semesters (one year) of teaching practice or
WRL and then the last two years (one year) as the final university residential phase.
1 Year Programme (Post- Graduate Diploma In Education- Full-Time)-12 Weeks TP
The Post- Graduate Diploma in Education- Full-Time is a one year programme where the
students has first semester as the first university residential phase followed by three months
(12 weeks) and then one semester as the final university residential phase.
2 Year Programme (Post- Graduate Diploma In Education- Block-Release)-12 Weeks
TP
The Post- Graduate Diploma in Education- block release/visiting is a two year programme
where the students has first two semesters (one year) as the first university residential phase
followed by three months (12 weeks) and then two semesters as the final university
residential phase.
A CRITICAL REFLECTION ON THE ABOVE PRESENTED MODELS OF
TEACHING PRACTICE
Reflecting on the above models of teaching practice it appears that the major component of
skills acquisition is not adequately catered for. Korthagen (2001:69) argues that teacher
educators often use practical examples of the theories presented, give assignments aimed at
translating certain theoretical principles into practice, make use of feedback procedures, but
the effects of such an approach on teaching behaviour in the classroom have proved to be
small. The dominant model for teacher education programmes in many countries is the
technical-rationality model based on the notion that professional activity consists in
instrumental problem solving made rigorous by the application of scientific theory and
technique (Korthagen, 2001:3). Hoyle (1990:34) argues that implicit in the foregoing are
three basic assumptions:



that theories help teachers to perform better in their profession;
that theories must be based on scientific research; and
those teacher educators should make a choice concerning the theories to be included
in teacher education programmes.
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The foregoing design is characterised by what Angelo (1999:114) coins as a vaccination
model of learning that assumes that a dose of methodology course cures teaching ills for the
rest of the practice teaching programme. If the focus is on teacher training, then there is need
for a system that is basically practical; we cannot educate teachers through a system that is
informational because teaching is practical. Shanker (1996:221) admonishes teacher
education for presenting knowledge in a piecemeal and disconnected manner. Theory is
unrelated to practice; content knowledge is disconnected from teaching methods;
instructional practices are unrelated to learning and development." This opinion is also
echoed by the National Commission for Excellence in Teacher Education (cited in Burnstein,
Kretschmer, Smith, and Gudoski, 1999:109), that “teacher preparation programs often fail to
link theory with practice, leave content area knowledge disconnected from methods, and do a
poor job of relating instructional practices to learning and development.”
Grossman (2008:94) asserts that what is needed is not so much of theories, articles, books,
but first, concrete situations to be perceived, experiences to be had, persons to be met, plans
to be exerted and their consequences to be reflected upon. Without such perceptions, no
knowledge about teaching is formed at all (Korthagen, 2001:29). Korthagen argues that
theories do not disappear, but that the educator has an important role to introduce theories in
the process of student learning (practice). In other words theories emerge in practical
contexts. The kind of support that the educator offers should be adjusted to the specific
problems the teacher candidates have, which requires specific professional knowledge and
skills (Donaldson and Marnik, 1995). Korthagen (2010:101) argues that learning to teach as
it normally occurs is a function of the activity, context and culture in which it occurs, i.e. it is
situated. Hence, he develops the situated learning theory. The situated learning theory
contrasts with most classroom learning activities which involve knowledge which is abstract
and out of context. According to Korthagen (2010) social interaction is a critical component
of situated learning – students become involved in a community of practice which embodies
certain beliefs and behaviours to be acquired. The emphasis is on the belief that all
knowledge has its roots in practical situations and is socially constructed.
The NOCHE and APQC (2003:43) study in America also revealed that when teacher
preparation programmes have a coherent approach to rigorous knowledge and skill
development and when they include extensive practice teaching for candidates’ teacher
education programmes realise solid track records of success. The foregoing correlates with
findings from studies such as those carried out by Ishler et al., (1996); McIntyre and Byrd,
(2000); Farkas et al., (2000); Shen, (2002); Bristor et al., (2002) who reiterate that combining
field experiences with curriculum or connecting theory to practice is one of the best ways to
effectively prepare future teachers and improve teacher quality. Darling-Hammond
(2006:311) echoes the same sentiment that there are three critical components of good
teacher education programmes and these include tight coherence and integration among
courses and between course work and practice teaching work in schools, extensive and
intensely supervised practice teaching work integrated with course work using pedagogies
that link theory and practice, and closer, proactive relationships with schools. By
incorporating early field experiences into all of the teacher education courses, student
teachers can be more prepared for what lies ahead in classroom teaching.
It is against this background that the researchers analysed the perceptions of lecturers,
mentors and student teachers on models of secondary school TP/WRL being employed by
universities and teachers’ colleges in Zimbabwe. The study aims to give an analysis of issues
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of national quality assurance and standardisation in as far as teacher development is
concerned.
METHODOLOGY
The strategy that was used is the concurrent triangulation strategy because it enabled the
researcher to use both quantitative and qualitative methods of data collection concurrently
and this helped the researchers to understand the phenomenon of interest (Creswell, 2009). In
this study concurrent procedure involved collecting both quantitative and qualitative data at
the same time during the study in an attempt to confirm and cross validate or corroborate the
findings followed by integrating the information of the overall results (Creswell, 2009). The
population comprised of seven universities offering post Advanced Level Bachelor of
Education degree, three secondary teachers’ colleges offering Diploma in Education, two
hundred lecturers and four hundred mentors where the students had done their teaching
practice. Four hundred and fifty current student teachers undergoing teaching practice and
three hundred and twenty former students also formed part of the population. The sample of
universities and teachers’ colleges was selected through purposive sampling procedure in
order to involve institutions training teachers in Zimbabwe. The sample comprised of 3
secondary teachers’ colleges, and 6 universities. The methods of data collection used were
document analysis, questionnaire and interviews. Questionnaires were administered as
follows: hundred former student teachers, hundred current student teachers, hundred mentors.
Stratified random sampling procedure was used to select student teachers’ and mentors in
order to have a homogenous group of respondents and this guaranteed equal representation of
females and males. In-depth follow up interviews was done with the forty lecturers from
both teachers’ colleges and universities selected through purposive sampling procedure. The
researchers targeted lecturers who were directly involved in teaching practice as coordinators
or assessors. The questionnaires and interview solicited perceptions of lecturers, mentors and
former and current student teachers on models of teaching being employed in Zimbabwe by
universities and teachers’ colleges. Content analysis was done of the available official
documents in institutions such as teaching practice guidelines, module outlines, policies in an
attempt to compare the views of the respondents and the actual practice on the ground.
The researchers sought expect advice in constructing the instruments. A pre-test of the
questionnaires and interviews was done to the lecturers, mentors and former and current
student teachers. The researchers self-administered the questionnaires and interview after
getting informed consent from the respondents. The purpose of the research was explained to
the respondents and procedures to be followed during the research. The study made an
analysis of the perceptions of student teachers, mentors and lecturers on the models being
employed by teachers colleges and universities in order to establish its effectiveness.
Qualitative data collected was analysed using the constant comparative approach and cross
case analysis. Quantitative data collected was analysed using the descriptive statistics through
converting figures into percentages.
RESULTS
The following are responses from the mentors’, former and current student teachers’ and
lecturers’’ experiences and their perceptions on TP models. The frequencies and percentages
of respondents selecting “strongly agree (SA), agree (A), not sure (NS), disagree (D) and
strongly disagree (SD)” against the given items are presented in Tables 1, 2, 3. 4, 5 and 6.
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The responses were measured on a five-point likert-type scale (1-strongly disagree and 5strongly agree). Strongly agree plus agree adds up to an agreement and strongly disagree plus
disagree adds up a disagreement. The item numbers in the tables are as they appeared on the
original questionnaire administered to the respondents.
Hundred mentors from different schools across the country responded to a questionnaire in
order to establish their perceptions on the models being employed by teachers’ colleges and
universities in teacher development as shown in Table 1 and 2.
TABLE 1:Mentors perceptions on models of TP employed by teachers’ colleges
N=50
Question
SA % A % NS % D
% SD
1. Adequacy of 12 Week TP
4
8
3 6 11 22 12 24 20
2. Adequacy of 1 year TP
32 64 16 32 2
4
0
0
0
3. Students were able to merry theory 24 48 9 18 8
16 5
10 4
into practice
4.Students were confident during 20 40 7 14 9
18 8
16 6
their TP
5. 12 week TP give students enough 15 30 7 14 14 28 4
8
10
time to practice
6. 1 year TP give students enough 26 52 9 18 4
8
7
14 4
time to practice
7. Supervision by college lecturers 30 60 11 22 5
10 4
8
0
was adequate
8. Supervision as mentor was 20 40 5 10 6
12 9
18 10
adequate
9. Students acquired skills during TP 21 42 11 22 3
6
8
16 7
10. Expectations of the colleges with 23 46 19 38 8
16 0
0
0
students on TP clearly explained
11. Students were able to practice on 18 36 18 36 4
8
4
8
6
their own
12. Provision of TP guidelines from 31 62 4 8 5
10 6
12 4
colleges
13. Clearness of the TP guideline
22 44 9 18 4
8
7
14 8
14. Cooperative of lecturers is 19 38 9 18 6
12 6
12 10
positive
15.Constantly communicate with the 15 30 8 16 13 26 5
10 9
college TP coordinator
16. TP models needs some 36 72 8 16 6
12 0
0
0
improvement
17. Students faced challenges during 37 74 13 26 0
0
0
0
0
TP
Scoring guide
Each positive item receives a score based on points
Strongly agree
Agree
Not sure
Disagree
Strongly disagree
=5
=4
=3
=2
=1
The scoring for each negative item should be reversed
Strongly agree
Agree
Not sure
Disagree
Strongly disagree
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%
40
0
8
12
20
8
0
20
14
0
12
8
16
20
18
0
0
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=1
=2
Vol. 1, Issue 2, 2013
=3
=4
=5
TABLE 2:Mentors perceptions on models of TP/WRL employed by universities
N=50
Question
1. Adequacy of 12 Week TP
2. Adequacy of 1 year TP
3. Students were able to merry theory
into practice
4.Students were confident during
their TP
5. 12 week TP give students enough
time to practice
6. 1 year TP give students enough
time to practice
7. Supervision by university lecturers
was adequate
8. Supervision as mentor was
adequate
9. Students acquired skills during TP
10. Expectations of the universities
with students on TP clearly explained
11. Students were able to practice on
their own
12. Provision of TP guidelines from
colleges
13. Clearness of the TP guideline
14. Cooperative of lecturers is
positive
15.Constantly communicate with the
college TP coordinator
16. TP models needs some
improvement
17. Students faced challenges during
TP
SA
6
34
19
%
12
68
38
18
A
5
11
9
%
10
22
18
NS
13
5
8
%
26
10
16
D
8
0
8
%
16
0
16
SD
16
0
6
%
32
0
12
36 7
14 11
22
6
12
8
16
13
26 5
10 15
30
7
14
10
20
30
60 7
14 4
8
4
8
5
10
24
48 9
18 7
14
4
8
6
12
18
36 7
14 5
10
9
18
11
22
19
17
38 9
34 14
18 5
28 11
10
22
9
7
18
14
8
1
16
2
14
28 15
30 6
12
9
18
6
12
13
26 7
14 6
12
16
32
8
16
20
21
40 11
42 7
22 3
14 4
6
8
10
11
20
22
6
7
12
14
14
28 4
8
22
13
26
8
16
41
82 6
12 3
6
0
0
0
0
43
86 7
14 0
0
0
0
0
0
11
Tables 1 and 2 show that the responses from the mentors reveal that only 36% of the mentors
perceive a 12 week TP period as adequate for training teachers whilst 74% indicate that it is
inadequate. On adequacy of 1 year period 93% of the mentors agree that the period is
adequately preparing the student teachers. According to the mentors’ responses student
teachers were struggling to merry theory into practice and were facing challenges during TP.
Indication are that expectations of universities and colleges were not clearly explained to
schools and provision of clearly labelled TP guidelines was not consistent and coupled with
lack constant communication from the universities and colleges coordinators.
When asked on what could be done to improve the TP models the hundred mentors who
responded to the questionnaire indicated the following: Institutions training teachers should
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not treat TP as a mechanical process; assessment should not be about the mark but something
that assist the student teacher to develop pedagogical skills; TP should not be treated like a
one end event but rather a developmental process and that the 1 year TP model must be
improved.
Hundred former student teachers from both teachers’ colleges and universities were also
administered with a questionnaire in order to find out their perceptions on the models of TP
and their experiences during TP as shown in Table 3 and 4.
TABLE 3:Former student teachers perceptions on TP models from teachers’ colleges
N=50
Question
1.Benefited from TP
2. Managed to apply theory into
practice during TP
3. We were exposed to microteaching before TP
4. Were exposed to peer teaching
before TP
5. Adequacy of the TP period
6. Adequacy of the TP period (12
weeks)
7. Adequacy of the TP period (1 year)
8. I learnt something from TP
9. TP models should be improved
10.Was adequately prepared for TP
11.Was assisted by my mentor during
TP
12. Got support from college lecturers
during TP
13. Am applying skills that I acquired
during TP to teach
14. Acquired some skills during TP
15.Am confident because of the TP
experience
16. Faced challenges during TP
SA
35
21
%
70
42
A
4
9
36
72
35
% NS
8 4
18 5
%
8
10
D
7
15
%
14
30
SD
2
0
%
4
0
13 26 1
2
0
0
0
0
70
15 30 0
0
0
0
0
0
18
10
36
20
9 18 10
15 30 7
20
14
6
11
12
22
7
7
14
14
21
34
14
16
12
42
68
28
32
24
12
6
11
7
11
24
12
22
14
22
20
10
0
10
18
7
5
15
17
11
14
10
30
34
22
0
0
10
5
7
0
0
20
10
14
17
34
9
18 7
14
14
28
3
6
14
28
11 22 5
10
14
28
6
12
22
13
44
26
9 18 3
11 22 6
6
12
12
14
24
28
4
6
8
12
32
64
11 22 7
14
0
0
0
0
10
5
0
5
9
TABLE 4:Former student teachers perceptions on TP/WRL models from universities
N=50
Question
1.Benefited from TP
2. Managed to apply theory into
practice during TP
3. We were exposed to microteaching before TP
4. Were exposed to peer teaching
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SA
30
18
%
60
36
A
5
7
% NS
10 4
14 8
%
8
16
D
8
15
%
16
30
SD
3
2
%
6
4
20
40
10 20 10
20
10
20
0
0
15
30
5
24
22
44
6
12
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before TP
5. Adequacy of the TP period
6. Adequacy of the TP period (12
weeks)
7. Adequacy of the TP period (1 year)
8. I learnt something from TP
9. TP models should be improved
10.Was adequately prepared for TP
11.Was assisted by my mentor during
TP
12. Got support from university
lecturers during TP
13. Am applying skills that I acquired
during TP to teach
14. Acquired some skills during TP
15.Am confident because of the TP
experience
16. Faced challenges during TP
Vol. 1, Issue 2, 2013
16
9
32
18
6 12 10
13 26 10
20
20
12
7
24
14
6
11
12
22
23
27
25
11
13
46
54
50
22
26
11
8
16
9
10
22
16
32
18
20
12
5
2
8
11
22
10
4
16
22
4
10
7
18
11
8
20
14
36
22
0
0
0
4
5
0
0
0
8
10
19
38
6
12 10
20
9
18
6
12
11
22
13 26 4
8
16
32
6
12
18
10
36
20
11 22 5
9 18 7
10
14
10
17
20
34
6
7
12
14
37
74
7
12
0
0
0
0
14 6
Evidence from Tables 3 and 4 shows that the responses from the former student teachers
trained from both universities and teachers colleges indicate that the students perceive having
benefited during their TP. Students from teachers colleges were exposed to micro-teaching
and peer teaching 80% as compared to 40% from universities on the same components. The
students reveal that they benefited from the TP period. The former student teachers felt 12
weeks TP period was not adequate to merry theory with practice as compared to the 1 year
TP period where the respondents felt they more time to practice teaching.
Hundred current student teachers from both teachers’ colleges and universities were also
administered with a questionnaire in order to find out their perceptions on the models of TP
and their experiences during TP as shown in Table 5 and 6.
TABLE 5: Current student teachers perceptions on TP models from teachers’ colleges
N=50
Question
1.Am benefiting from TP
2.Am applying theory into practice
during TP
3. Adequacy of the TP period
4. I am learning new things from TP
5. Adequacy of the TP period (12
weeks)
6. Adequacy of the TP period (1 year)
7. We were exposed to microteaching before TP
8.We did peer teaching before TP
9. Was adequately prepared for TP
10. Am using the knowledge I
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SA
31
33
%
62
66
A % NS
7 14 3
17 34 0
%
6
0
D
5
0
%
10
0
SD
4
0
%
8
0
25
36
13
50
72
26
6
7
9
10
6
22
8
4
13
16
8
26
6
0
4
12
0
8
23
38
46
76
9 18 7
12 24 0
14
0
11
0
22
0
0
0
0
0
40
29
27
80
58
54
8 16 2
11 22 3
13 26 1
4
6
2
0
7
7
0
14
14
0
0
2
0
0
4
12 5
14 3
18 11
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European Journal of Educational Sciences
acquired from the theoretical modules
to teach
11. Am acquiring new skills during
my TP
12. Am being assisted by mentor in
my teaching
14. Am getting support from my
college lecturers
14. Am facing challenges with my TP
Vol. 1, Issue 2, 2013
36
72
5
10 7
14
2
4
0
0
18
36
16 32 5
10
9
18
2
4
17
34
18 36 7
14
8
16
0
0
34
68
12 24 4
8
0
0
0
0
TABLE 6: Current student teachers perceptions on TP/WRL models from universities
N=50
Question
1.Am benefiting from TP
2.Am applying theory into practice
during TP
3. Adequacy of the TP period
4. I am learning new things from TP
5. Adequacy of the TP period (12
weeks)
6. Adequacy of the TP period (1 year)
7. We were exposed to microteaching before TP
8.We did peer teaching before TP
9. Was adequately prepared for TP
10. Am using the knowledge I
acquired from the theoretical modules
to teach
11. Am acquiring new skills during
my TP
12. Am being assisted by mentor in
my teaching
14. Am getting support from my
university lecturers
14. Am facing challenges with my TP
SA
29
31
%
58
62
A % NS
11 22 2
19 38 0
%
4
0
D
6
0
%
12
0
SD
2
0
%
4
0
23
40
14
46
80
28
7
3
6
16
4
26
8
5
9
16
10
18
4
0
8
8
0
16
28
12
56
24
11 22 8
10 20 9
16
18
3
19
6
38
0
0
0
0
11
22
24
22
44
48
6 12 8
9 18 8
11 22 4
16
16
8
19
7
6
38
14
12
6
4
5
12
8
10
37
74
4
5
10
4
8
0
0
14
28
16 32 7
14
7
14
7
14
13
26
16 32 9
18
9
18
4
8
39
78
3
16
0
0
0
0
14 8
6 2
12 13
8
6
8
As shown in Tables 5 and 6 students from both universities and teachers colleges revealed
that they were benefiting from TP, however, they complained that they were getting little
assistance from the mentors. The responses from the students who were undergoing TP for
both 12 weeks and 1 year revealed that the students preferred 12 weeks than 1 year period.
The current students from universities agree with the former university students that not
much was done as far as micro-teaching and peer-teaching during lecturers, however, these
components were well covered in teachers colleges. The respondents revealed that they were
encountering difficulties with their TP.
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Lecturers’ Perceptions on the TP Models and Their Effectiveness
Forty lecturers from both teachers’ colleges and universities which comprised of the TP
coordinators and lecturers involved in preparing and supervising student teachers on TP were
interviewed and the following were their perceptions concerning the models they are
implementing. The lecturers from both universities and teachers’ colleges were satisfied with
the duration of their teaching practice models, that is, the 12 week period and 1 year period.
The interview with lecturers indicate that in colleges and universities theory is taught
separately and then students attempt to link the theory into practice during TP. Teachers’
colleges make an effort to expose their students to peer-teaching and micro-teaching before
students are deployed for TP. The lecturers also revealed that during residential period
students are not attached to nearby schools.
On mentorship the majority of the lecturers revealed that the teachers were not appreciating
the concept of ATP and view student teachers as relief teachers who come to relieve qualified
teachers of their heavy duties. This suggests that there was minimal help from the schools and
student teachers were not benefiting from being attached to a mentor during TP.The mentors
expected the student teachers to know everything as far as the teaching is concerned such as
scheming, detailed lesson plans etc.
The lectures also revealed that in some secondary schools, there was a temptation of using the
student teachers as full time teachers because supervision by the mentors was being done as a
formality so as to satisfy universities’ or colleges’ requirement of say, a minimum of three
school based assessment per term. The lecturers revealed that student teachers were
encountering challenges in marrying theory into practice and that schools were not giving the
students enough support during their TP.
DISCUSSION
The study revealed that in some secondary schools, class teachers tend to release their classes
on a permanent basis to the student teachers and rarely monitor progress of their classes. The
student teachers on TP were getting minimal assistance from the schools and mentors. This is
supported by Chiromo (2010) assertion that the association between the mentor and the
student teacher is more beneficial if the mentor acts as a critical professional friend.
The mentors’ and student teachers’ questionnaire perceived that the 12 week period teaching
practice was inadequate whilst they perceived the 1 year period as inadequate, however, the
lecturers interviewed considered both models as adequate. The study revealed that the student
teachers were struggling to merry theory into practice. This is supported by Shanker (1996)
observations that theory is unrelated to practice and content knowledge is disconnected from
teaching methods. Kretschmer, Smith, and Gudoski (1999) believe that teacher preparation
programmes often fail to link theory with practice and leave content area knowledge
disconnected from methods. There is need for universities and teachers’ colleges to treat TP
not as a mechanical process but something that assist students to develop pedagogical skills.
Universities and teachers’ colleges should adopt a more pedagogically sound models of TP.
McIntyre and Byrd, (2000); Farkas et al., (2000); Shen, (2002); Bristor et al., (2002) reiterate
that combining field experiences with curriculum or connecting theory to practice is one of
the best ways to effectively prepare future teachers and improve teacher quality. Issues to do
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with teacher development in Zimbabwe is of major concern and should be addressed as
matter of urgency, according to Chiromo (2010) when deciding on a model of TP, the
following factors should be taken into account: That practice should be central to training and
that theory and practice should be integrated. The model should take into account first and
foremost pedagogical aspects of teacher education (p.60).
Brown and Brown (1990) advise that the following should be considered when deciding on
models of TP; the TP experience should give the student teachers:
a)
b)
c)
d)
e)
f)
g)
the chance to put theories in practice.
an opportunity to learn the skills and attitudes of a competent teacher.
the chance to learn about children in real life.
an opportunity for self evaluation and to discover strengths and weaknesses.
an opportunity to improve knowledge of subject matter.
the chance to gain from the benefits of constructive criticism and
and an opportunity for the teaching institution to evaluate itself.
Therefore, universities and teachers’ colleges should come up with feasible and practical
models of teaching practice that will allow student teachers on TP to integrate theory and
practice. The models should allow both student teachers and institutions to be reflective.
CONCLUSIONS
The researchers conclude that teaching practice is an integral component of teacher training.
It grants student teachers experience in the actual teaching and learning environment. The
study established that, despite the positive experiences during teaching practice, student
teachers experienced challenges which affected their perception of the adequacy of. The
former and current student teachers lacked confidence in teaching. The respondents perceive
that the TP models being employed were not adequately equipping the student teachers with
all the pedagogical skills necessary for training teachers. The duration of 12 weeks TP was
seen to be insufficient in as far teacher training is concerned.
Based on the findings of this study recommendations are made on how to improve teaching
practice in order to have a positive influence on the student teachers’ perception of, and
attitude towards, the teaching profession and teacher development. There is need to improve
the models that are being employed by universities and teachers’ colleges by integrating
theory and practice in order to assure effective TP. By incorporating early field experiences
into all of the teacher education courses, student teachers can be more prepared for what lies
ahead in classroom teaching.
Universities and teachers’ colleges should organise workshops with the heads of schools and
mentors in all the districts in Zimbabwe so that they explain their institutions’ expectation in
as far as the concept of TP is concerned. Such professional meeting will create a forum for
the institutions to clarify their TP guidelines and school based assessment criterion.
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