The prevailing state of teaching practice in teacher preparation
Ochanji, Moses Keya
Ayot, Henry O.
Ondigi, S. R.
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This study on teaching practice experience was conducted at a Kenyan University by researchers from both the USA and Kenya, a partnership project, to build capacity through quality teacher preparation. The portion of study presented here used survey techniques and specifically addressed the student teachers’ perspectives on the preparation processes, and ability to plan, instruct and use feedback to improve instruction in teaching practice. Stratified sampling of student teachers (n=360) and supervisor (n=240) was used. The student teacher questionnaire covered several educational components such as professionalism, lesson material preparation, content knowledge, teaching performance skills, and reflection based on classroom observation feedback. The major findings were student teachers inability to integrate Information Communication Technology (ICT) in teaching and lack of supportive supervisory feedback. The study recommends mapping teacher education courses to ensure that ICT and expert feedback are covered before going for teaching practice, by offering coursework on modern accessible ICT, and by facilitating rigorous microteaching experiences. Additionally, train enough supervisors to observe student teachers during teaching practice, put careful consideration in school placements and coordinate posting of student teachers in a timely manner.