Reforming school experience in pre-service teacher preparation for quality teacher graduates.

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dc.contributor.authorManchishi, Peter Chomba
dc.contributor.authorMwanza, David Sani
dc.date.accessioned2023-11-29T13:48:53Z
dc.date.available2023-11-29T13:48:53Z
dc.date.issued2018-11-30
dc.descriptionArticle
dc.description.abstractIt is well a known fact that quality teaching is key to learning. This means that the quality of schools depends largely on teachers. In the same way, the quality of teachers depends on the institutions that prepared them. Therefore, school experience in pre-service teacher preparation is central because, it is during the practicum that trainees are given an opportunity to apply theories that they learnt and also observe experienced teachers’ lessons. It is also during practicum that trainee teachers are availed an occasion to work with real learners (pupils). In this vein, then, there is need to have a school experience which is effective. This can only occur if it is properly structured, well financed and adequately staffed. This paper will provide a situational analysis of the common practices of school experience at the University of Zambia. The problematisation of the situation will be followed by arguing for elements which make school experience in pre-service teacher preparation effective and responsive to the demands of 21st century didactics. Some of the elements will include the restructuring of the practicum, adequate financing and relooking at practicum implementation needs. The paper will conclude by reiterating the fact that the quality of teachers in schools (and lack of it) is largely a result of the nature of the school experience they underwent. Finally, the paper will submit a suggestion for a rethink and reformation of school experience in Zambia if the goal of producing quality teacher graduates is to be realised.en
dc.identifier.citationManchishi, P.C., & Mwanza, D.S. (2018). Reforming School Experience in Pre-Service Teacher Preparation for Quality Teacher Graduates. Multidisciplinary Journal of Language and Social Sciences Education, 1 (2), 1-26.en
dc.identifier.issn2616-4736
dc.identifier.urihttps://dspace.unza.zm/handle/123456789/8231
dc.language.isoenen
dc.publisherMultidisciplinary Journal of Language and Social Sciences Educationen
dc.subjectteacher trainingen
dc.subjectteacher educationen
dc.subjectschool experienceen
dc.subjectteaching practiceen
dc.subjectteacher educatoren
dc.subjectmentoren
dc.titleReforming school experience in pre-service teacher preparation for quality teacher graduates.
dc.typeArticleen
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