scholarly journals Factors Affecting Teaching Practice Assessment in Teachers’ Colleges in Zimbabwe and their Implications on Professional Development of Student Teachers

2014 ◽  
Vol 2 (1) ◽  
pp. 012-019
Author(s):  
Cuthbert Majoni ◽  
◽  
Jennifer Chikasha ◽  
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Teaching Practice ◽  
Teachers Colleges ◽  
Factors Affecting ◽  
Practice Assessment

Utilization of Reflective Strategies by Mentors in the Student Teacher Mentoring Program (STMP) in a Selected Province in Zimbabwe

2018 ◽  
pp. 197-211
Author(s):  
Edson Zikhali ◽  
Joyce Tsungai Zikhali
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Lesson Planning ◽  
Mentoring Program ◽  
Teachers Colleges ◽  
Lesson Delivery ◽  
Lesson Evaluation ◽  
Reflective Strategies ◽  
Key Aspects ◽  
Teacher Mentoring Program

In Zimbabwe, teacher training is a joint endeavor between teachers' colleges and host schools, with the latter relying on mentors in training student teachers during teaching practice (TP). This chapter explores how mentors' reflective strategies enhance students' training. It explores how mentors adopt reflective strategies to guide student teachers. Five mentors were interviewed individually while 20 were interviewed in two focus groups. Their views concentrated on key aspects of teaching, namely scheming, lesson planning, delivery, and evaluation. Findings revealed that student teachers lacked clear aims, had poor lesson introductions, superficial lesson evaluation, and unsatisfactory lesson delivery. The study highlighted that mentors reflected on these aspects and assisted the student teachers to do the same. The study recommends that teachers' colleges should prepare student teachers adequately in scheming, planning, and lesson delivery before TP. More time should be devoted to professional studies by teachers' colleges before student teachers are deployed on TP.

Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades

2020 ◽  
Author(s):  
Shintia Revina ◽  
Rezanti Putri Pramana ◽  
Rizki Fillaili ◽  
Daniel Suryadarma
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Quality ◽  
Education System ◽  
Teaching Practice ◽  
Continuing Professional Development ◽  
System Level ◽  
Middle Income ◽  
Factors Affecting ◽  
Teacher Professional

Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.

scholarly journals Assessors, School Support and Teaching Practice at the University of Nairobi Kenya: Addressing Teacher Professional Competence

2017 ◽  
Vol 4 (3) ◽  
pp. 430
Author(s):  
Paul Amollo Odundo ◽  
Lucas Othuon ◽  
Ganira Khavugwi Lillian
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Teaching Practice ◽  
Professional Competence ◽  
Social Contexts ◽  
School Support ◽  
Positive Interaction ◽  
Development Activity ◽  
Teacher Trainees ◽  
Teacher Trainee

<p><em>Supporting and mentoring teacher trainee competence during teaching practice forms an indispensable part of professional and personal development. A positive interaction between university assessors, secondary school principals, collaborating teachers, and regular teachers plays a vital role in fostering professional competence among teacher trainees. Consistent with professional development is that knowledge and learning is entrenched in social contexts and experiences promoted though interaction with significant others. The nature of support provided during teaching practice enhances sustained class management, improved professional development, activity based learning and learner achievement. On the other hand, inadequate support may turn teaching practice into a stressful disempowering and unproductive exercise for teacher trainees. The purpose of this study is to examine university assessors and school support in teacher trainee development at University of Nairobi. The study adopted a descriptive survey design with a population of 68 student teachers on teaching practice randomly sampled from 17 Counties. Data was collected through questionnaires for teacher trainees. Data analysis involved application of descriptive and inferential statistics, and presented using tables and graphs. Analysis yielded three themes, unsupportive relations, moderately supportive, and very supportive. The results indicated considerable support during teaching practice where </em><em>“</em><em>very supportive</em><em>”</em><em> scored the highest percentages. The study recommends development of practical and consistent policies and infrastructure that provides coordinated support for teacher trainees.</em></p>

Student Teachers’ Experiences in the Student Teacher Mentoring Programme (STMP) in Zimbabwe—A Case for Masvingo Province

2018 ◽  
Vol 40 (1 & 2) ◽  
Author(s):  
Edson Zikhali ◽  
Richard Makoni ◽  
Joyce Zikhali
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Critical Role ◽  
Teachers Colleges ◽  
Qualitative Research Design ◽  
Teachers Experiences ◽  
Lesson Delivery ◽  
Multiple Case ◽  
Group Interviews

This multiple case study reports on an investigation into student teachers’ teaching practice experiences in the 2.5.2 programme in Masvingo Province, Zimbabwe. A qualitative research design was adopted to investigate this phenomenon through focus group interviews and questionnaires with a purposeful sample of 20 student teachers who had just completed their teaching practice. The interviews were recorded using a digital recorder and transcribed verbatim by the researchers. The data were manually coded to find the themes; these are presented using direct quotations and were analysed using content analysis. The findings revealed that mentors play a critical role in the training of teachers in Zimbabwe and that some student teachers had problems with stating aims in their schemes of work and objectives in lesson plans. They also experienced difficulties with lesson planning and had challenges in lesson delivery. Class control was difficult for many student teachers and lesson evaluation proved tough for them. These insights suggest that host teachers’ colleges should devote more time to professional studies where student teachers practice planning lessons and evaluating them, making schemes of work and engaging in microteaching. These could be followed with reflection and discussions that facilitate better performance in teaching. Considering the critical role that mentors play during teaching practice, it would be recommended that a token of appreciation be awarded to them.

scholarly journals Reflective Journal as a Self-Directed and Sustainable Professional Development Tool for Pre-Service Teachers: A Case Study in English Language Education Study Program

2019 ◽  
Vol 9 (2) ◽  
pp. 103-110
Author(s):  
Atalya Agustin
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Case Study Research ◽  
Language Education ◽  
Study Program ◽  
Reflective Journal ◽  
Development Tool

Teaching practice is one among many programs in teachers training which focuses on having a professional preparation for work. In this program, student-teachers are asked to improve their skills through teaching actual students and engaging with school environment. Moreover, they are also building their own knowledge based on the improved teaching and learning process. It is crucial for them as pre-service teachers to encounter such experience. This meaningful theory and experience-based insights are possible to obtain if the student-teachers possess the commitment of self-reflection. There is likely a big chance that this action will be perpetual because of this personal initiative. This study aims to analyze the use of reflective journal as pre-service teachers’ professional development tool, their attitude towards reflective journal, as well as the strength and challenges arise related to the use of reflective journal during their teaching practice. The type of the research is a qualitative case study research. The data collection techniques being used are questionnaire and Focus Group Discussion (FGD). Moreover, the technique of analyzing the data was Miles and Huberman concept of data reduction, data presentation, and conclusion drawing. The results of this research will be presented in a descriptive-narrative manner by describing and discussing the data of the research.

Towards a Culturally Reflective Practitioner

2020 ◽  
pp. 143-197
Author(s):  
Karin Vogt
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Student Teachers ◽  
Teaching Practice ◽  
Intercultural Development ◽  
Group Discussions ◽  
Teaching Practicum ◽  
Practice Experience ◽  
Learning Development ◽  
The Uk

Since 2007, it has been possible for student teachers based in Europe to complete a teaching practicum at a school abroad, supported by the European flagship mobility programme ERASMUS. The focus of this study was on 35 undergraduate preservice teachers who completed a three-month teaching practicum placement in the UK and Ireland. Data from reflective reports was content analysed and completed with focus group discussions six months after the students' stay abroad. On the basis of the reflective reports, a case study was additionally collated that focussed on their intercultural learning development. The findings indicate an interconnection of linguistic, intercultural, and professional development with professional development as the most prominent and the intercultural development as a rather neglected one. Suggestions on how to design a formal instruction element based on the principles of cultural (peer) mentoring and guided cultural reflection as part of the teaching practice experience are outlined.

Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades

2020 ◽  
Author(s):  
Shintia Revina ◽  
Rezanti Putri Pramana ◽  
Rizki Fillaili ◽  
Daniel Suryadarma
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Quality ◽  
Education System ◽  
Teaching Practice ◽  
Continuing Professional Development ◽  
System Level ◽  
Middle Income ◽  
Factors Affecting ◽  
Teacher Professional

Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.

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