Trainee Teachers' Experiences of Teaching Practicum: Issues, Challenges, and New Possibilities

Autor/in	Mtika, P.
Titel	Trainee Teachers' Experiences of Teaching Practicum: Issues, Challenges, and New Possibilities
Quelle	In: Africa Education Review, 8 (2011) 3, S.551-567 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2011.618715
Schlagwörter	Foreign Countries; Teacher Education Programs; Mentors; Teaching Methods; Semi Structured Interviews; College School Cooperation; Student Centered Learning; Barriers; Secondary School Teachers; Practicums; Observation; Assignments; Role; Qualitative Research; Case Studies; Malawi + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Practicum; Praktikum; Praktika; Beobachtung; Assignment; Auftrag; Zuweisung; Rollen; Qualitative Forschung; Case study; Fallstudie; Case Study
Abstract	This paper focuses on a qualitative case study concerned with teaching practicum as a pivotal component of teacher education in Malawi. It addresses some of the issues and concerns associated with workload, ill-defined mentoring support, and implementation of certain pedagogical orientations during teaching practicum placement. Purposive sampling was used to select participants. Data were collected through semi-structured interviews. The findings indicate that trainee teachers undergo varied and often challenging experiences during teaching practicum. To counter some of the concerns, suggestions are made to improve certain aspects of teaching practicum. There is need for authentic school-college partnerships, improved structures of school-based professional support, and a deeper awareness of the complexity of learner-centred pedagogy. It is imperative that teacher educators engage with these findings to further improve the design of teaching practicum and the overall quality of teacher education and teaching in Malawi. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01