|dc.description.abstract||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