Pedagogical experiences of student teachers and teacher educators on teaching practice in selected colleges of education in Zambia.

Simple item page
dc.contributor.authorKalimaposo, Kalisto
dc.contributor.authorChidakwa, Frinah
dc.contributor.authorMubita, Kaiko
dc.contributor.authorMulubale, Sanny
dc.contributor.authorKaumba, Chivunda
dc.date.accessioned2023-07-05T07:34:24Z
dc.date.available2023-07-05T07:34:24Z
dc.date.issued2023-06-23
dc.descriptionArticleen
dc.description.abstractThe study investigated the perceptions of student teachers and teacher educators on teaching practice in colleges of education and schools in Livingstone District of Zambia. The perceptions referred to the views, claims, beliefs and convictions which trainee teachers and teacher educators held towards teaching practice. The study employed a case study design. A total sample of 26 participants consisting of 16 student teachers and 10 teacher educators was purposively drawn from two government colleges of education and three schools in Livingstone District. Data were collected through focus group interviews with the student teachers and one-to-one interview with the lecturers and class teachers. Analysis of data was done thematically where emerging themes were presented in a descriptive form. The findings from the study revealed that, though student teachers and teacher educators showed positive perceptions towards teaching practice, student teachers were more appreciative of the benefits of integrating teaching practice in their teaching and learning processes. The study further established that student teachers’ and teacher educators’ perceptions belong to the plethora and constellation of the salient and indispensable components of teacher training such as knowledge, skills, attitudes and educational material. Based on the findings, the study concluded that the positive perceptions of student teachers and teacher educators toward the teaching practice program play a key role in the success of the practicum program. Consequently the study recommended that colleges of education should consider incorporating trainee teachers’ and teacher educators’ perceptions of teaching practice into the training of prospective teachers at colleges of education and in schools where field experiences are conducted. The study established that such an incorporation is the locus within which trainee teachers can further maximize the benefits derived from the teaching practice practicum. This assertion is predicated on the researcher’s claim that only to the extent that theory and practice are yoked together can there be a successfully performative orientation of the training of teachers.en
dc.identifier.citationKalimaposo, K; Chidakwa, F; Mubita, K; Mulubale, S; Kaumba, C. (2023). Pedagogical experiences of student teachers and teacher educators on teaching practice in selected colleges of education in Zambia. International Journal of Social Science and Education Research Studies Vol 03, Issue 06 pages 1110 - 1116en
dc.identifier.issn2770-2782
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/8010
dc.language.isoenen
dc.publisherIJSSERSen
dc.subjectLearning, Psychology of.en
dc.subjectEffective teaching.en
dc.subjectTeachers--Training of.en
dc.subjectPedagogical experiences.en
dc.subjectStudent-teachers.en
dc.subjectTeacher educators.en
dc.subjectTeaching practice.en
dc.subjectCollege of education.en
dc.subjectTeaching practicum.en
dc.titlePedagogical experiences of student teachers and teacher educators on teaching practice in selected colleges of education in Zambia.en
dc.typeArticleen
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Kalimaposo et al _ Pedagogical experience 2023.pdf
Size:
748.83 KB
Format:
Adobe Portable Document Format
Description:
Main Article
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.72 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Language and Social sciences Education