Abstract
Original language | English |
---|---|
Pages (from-to) | 551-567 |
Number of pages | 17 |
Journal | Africa Education Review |
Volume | 8 |
Issue number | 3 |
Early online date | 21 Dec 2011 |
DOIs | |
Publication status | Published - 21 Dec 2011 |
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Keywords
- teacher education
- trainee teacher
- teaching practicum
- secondary education
Cite this
Trainee teachers’ experiences of teaching practicum : issues, challenges, and new possibilities. / Mtika, Peter.
In: Africa Education Review, Vol. 8, No. 3, 21.12.2011, p. 551-567.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Trainee teachers’ experiences of teaching practicum
T2 - issues, challenges, and new possibilities
AU - Mtika, Peter
PY - 2011/12/21
Y1 - 2011/12/21
N2 - This paper focuses on a qualitative case study concerned with teaching practicum as a pivotal component of teacher education in Malawi. It addresses some of the issues and concerns associated with workload, ill-defined mentoring support, and implementation of certain pedagogical orientations during teaching practicum placement. Purposive sampling was used to select participants. Data were collected through semi-structured interviews. The findings indicate that trainee teachers undergo varied and often challenging experiences during teaching practicum. To counter some of the concerns, suggestions are made to improve certain aspects of teaching practicum. There is need for authentic school – college partnerships, improved structures of school-based professional support, and a deeper awareness of the complexity of learner-centred pedagogy. It is imperative that teacher educators engage with these findings to further improve the design of teaching practicum and the overall quality of teacher education and teaching in Malawi.
AB - This paper focuses on a qualitative case study concerned with teaching practicum as a pivotal component of teacher education in Malawi. It addresses some of the issues and concerns associated with workload, ill-defined mentoring support, and implementation of certain pedagogical orientations during teaching practicum placement. Purposive sampling was used to select participants. Data were collected through semi-structured interviews. The findings indicate that trainee teachers undergo varied and often challenging experiences during teaching practicum. To counter some of the concerns, suggestions are made to improve certain aspects of teaching practicum. There is need for authentic school – college partnerships, improved structures of school-based professional support, and a deeper awareness of the complexity of learner-centred pedagogy. It is imperative that teacher educators engage with these findings to further improve the design of teaching practicum and the overall quality of teacher education and teaching in Malawi.
KW - teacher education
KW - trainee teacher
KW - teaching practicum
KW - secondary education
U2 - 10.1080/18146627.2011.618715
DO - 10.1080/18146627.2011.618715
M3 - Article
VL - 8
SP - 551
EP - 567
JO - Africa Education Review
JF - Africa Education Review
SN - 1814-6627
IS - 3
ER -