Management of teaching experience at school level and linkage with knowledge perceptions in basic language constructs among early childhood education pre- service teachers.
Date
2020
Authors
Mukalula-Kalumbi, Mwansa
Journal Title
Journal ISSN
Volume Title
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Abstract
This study is an establishment of how policy on management of teaching experience at school level
impacts on early childhood education pre-service teacher’s knowledge levels in basic language
constructs. Teaching experience exposes pre-service teachers to their first formative experiences
to their teaching careers, hence the need to have mentors who know their roles in this pertinent
process. During their training, teachers are exposed to pedagogical content knowledge and content
knowledge. The research took a survey approach among fourth year early childhood pre-service
teachers. The cohort had 24 pre-service teachers and their experiences where solicited. The
students were grouped into groups of three depending on the type of school they had undertaken
their teaching experiences. These groups were those who went to public, private and grant
aided in particular catholic schools. The findings of the study showed that pre-service teacher’s
pedagogical practices in teaching of basic language constructs can be improved if there is focused
coordination between teacher training colleges and early childhood education centers. In schools
mentors should be well endowed with what is expected, and they should be models to the trainee
teachers and provide guidance. Based on the content to be taught, pre-service teachers should be
encouraged to be reflective and more importantly thrive on peer networks and school communities.
Description
Keywords
Teaching experience. , Early childhood. , Language teacher training.
Citation
Mukalula-Kalumbi (2020). Management of Teaching Experience at School Level and Linkage with Knowledge Perceptions in Basic Language Constructs among Early Childhood Education Pre- Service Teachers .Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL) Vol. 1, No. 1, pp. 107-124