• Login
    View Item 
    •   UNZA Repository Home
    • Education
    • Educational Psychology, Sociology and Special Education
    • View Item
    •   UNZA Repository Home
    • Education
    • Educational Psychology, Sociology and Special Education
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Pedagogical Experiences of Students on School Teaching Practice – A Study of Two Teacher Training Institutions on the Copper belt and Central Provinces of Zambia.

    Thumbnail
    View/Open
    Article on pedagogical experiences of students on teaching practice (301.8Kb)
    Date
    2014-02-21
    Author
    Muzata, Kenneth Kapalu
    Type
    Article
    Language
    en
    Metadata
    Show full item record

    Abstract
    This was a study of pedagogical experiences of students on school teaching practice conducted on two teacher training institutions on the Copper belt and Central provinces of Zambia. For ethical reasons, we gave the colleges pseudonyms. The Copper belt Based College of Education Copper belt Based College of Education (Pseudonym) (CBCE) trains teachers at Diploma level while the Central Province Based College of Education Kabwe Based College of Education (Pseudonym) (KBCE) trains teachers at Degree level. The study was both quantitative and qualitative. It used the case study design. Comment sheets on observed lessons were collected from both lecturers and students for study and analysis to establish the students’ experiences in teac hing. The instruments used by lecturers (supervisors) as guidelines to observe students and award marks were also studied and analyzed. The main findings were that students adopted one common way of introducing lessons; the lecture and group discussions method of teaching were the most prominent methods of teaching. While students exhibited knowledge of their subjects, they had difficulties using the discussion and group work methods. Problems of time management made them fail to conclude lessons on time. There was also less use of real objects as teaching aids and generally the use teaching and learning aids was limited. The quality of guidance provided to students by lecturers was good but requires to be improved. Lecturers contradicted each other on comments to guide students and did not comment on student files. While one college had adequate instruments for comments and guide for award of marks,another did not have the guide for award of marks.We recommended that training institutions should devise uniform instruments for assessing student teaching practice, minimize the numbers of students to be supervised by each lecturer, students teaching specialized subjects be supervised by lecturers specialized in those subjects and that there should be adequate orientation for students’ before they embark on teaching practice.
    URI
    https://gssrr.org/index.php/JournalOfBasicAndApplied/article/view/1801/1609
    http://dspace.unza.zm/handle/123456789/6433
    Citation
    23. Muzata, K.K.& Penda,A. (2014). Pedagogical Experiences of Students on School Teaching Practice – A Study of Two Teacher Training Institutions on the Copper belt and Central Provinces of Zambia”. The International Journal of Sciences: Basic and Applied Research. Vol 14 (1), PP: 187-204.
    Sponsorship
    N/A
    Publisher
    International Journal of Sciences: Basic and Applied Research (IJSBAR)
    Subject
    Pedagogy--Experiences
    Teaching Practice
    Students observation
    Description
    N/A
    Collections
    • Educational Psychology, Sociology and Special Education [70]

    DSpace software copyright © 2002-2016  DuraSpace
    UNZA homepage | UNZA Library | Contact Us | Send Feedback
    Theme by 
    Atmire NV
     

     

    Browse

    All of UNZA RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    DSpace software copyright © 2002-2016  DuraSpace
    UNZA homepage | UNZA Library | Contact Us | Send Feedback
    Theme by 
    Atmire NV