ISSUES OF QUALITY IN TEACHING PRACTICE SUPERVISION AMONG OPEN DISTANCE STUDENTS: STUDENT AND LECTURER INPUT

Authors

  • Ngara Rosemary Zimbabwe Open University, Faculty of Education, Midlands Region, Gweru, Zimbabwe
  • Magwa Simuforosa Great Zimbabwe University, Faculty of Education and Culture, Educational Foundations Department, Masvingo, Zimbabwe

DOI:

https://doi.org/10.46827/ejes.v0i0.1022

Keywords:

student, student teacher, teaching practice, supervision, distance learning

Abstract

While Teaching Practice (TP) students are expected to carry out teaching duties as guided by their training institutions and instructions from the school managers, there is need that all stakeholders get involved to improve the quality of the practicum. As such, the purpose of TP supervision is meant to achieve the set of objectives of training and building up a teacher to the level of acceptable standard. This study was conducted with the open distance students who were following up a Post-Graduate Diploma in Education at Zimbabwe Open University (ZOU). The study employed focus group method with participants and a few open ended questionnaires were administered. In the study, it was established that TP supervision was regarded as effective in some ways such as being timeous but not productive in giving students room to air their opinions as discussions were dictatorial and hurriedly done. The study suggests, among other things, a relook by the University on the minimum numbers of students each TP supervisor should supervise on a given day, especially in remote areas where schools are far apart.

 

Article visualizations:

Hit counter

DOI

References

Akbar, R. A. (2002). A study of practice teaching of prospective secondary school teachers and development of a practice teaching model. Arid University: Rawalpindi.

Chikunda, C. (2008). Reorienting home area teaching practice in a two-year initial teacher education programme: The case of Mutare teachers’ college. Zimbabwe Journal of Educational Research, 20 (2), 228-245.

Collison, V, Kozina, E., Lin, Y.K., Lin, L., Matheson, I., Newcombe, L., and Zogla, I. (2009) Professional Development for Teachers; A world of change. European Journal Teacher Education 32(1) 3-19.

Desai, A. J. (2012).Problems of teacher education in India. International Journal for Research in Education (IJRE),1(1), 54-58 Retrieved March 22, 2013 from

http://raijmr.com/wp-content/uploads/2013/01/54-58-Dr-Ashok-J.Desai_.pdf

Guijar, A. A., Naoreen B., Saifi,S. & Bajwa,M.J.2010.Teaching Practice :Problems and Issues. Pakistan. International Online Journal of Educational Sciences. Retrieved February 20, 2012, from www.iojes.net/usefiles/article/IOJES_319.pdf

Gujjar, A. A., Naoreen B., Saifi, S., & Bajwa, M. J. (2010).Teaching practice: Problems and issues [Electronic version]. Pakistan. International Online Journal of Educational Sciences, 2(2), 339-361. Retrieved January 20, 2014 from www.repository.uksw.edu/bitstream/…/3414/2/T1_112008020_Full%text.pdf

Hobson, A. & Malderez, A. (2002) School based mentoring in initial teacher training (ITT): What the student teachers think. Readership Secondary, 28 (8), .1-6. Retrieved from www.nfer.ac.uk.nfer/pre_pdf_files/02_28_08

Kecik, I., & Aydin, B. (2011). Achieving the impossible: Teaching practice component of a pre-service distance English language training in Turkey [Electronic version]. Australian Journal of Teacher Education, 36 (4), 73 -73. Retrieved April 12, 2013 from www.ro.ecu.edu.au/cgi/viewcontent.cgi?article=1566&context+ajte

Kildan, A. O., Ibret, B. U., Pektas, M., Aydinozu, D., Incikabi, L., &Recepoglu, E. (2013). Evaluating Views of Teacher Trainees on Teacher Training Process in Turkey. Australian Journal of Teacher Education, 38(2), 51-68. Retrieved July 17, 2013 from www.ro.ecu.edu.au/cgi/viewcontent.cgi?article=2019&context=ajte

Kourieos, S. (2012). The impact of mentoring on primary language teacher development doing practicum. Elited 15(Winter), 57-64.

Oppong, C. A. (2013). Supervisors‘ remarks in teaching practice: The perspectives of History student teachers. Journal of Education and Practice. 4 (17) 2013. 154-161. Retrieved July 25, 2014 from www.iiste.org/Journals/index.php/JEP/article/download/73999/7534

Rusznyak, L. (2011). Student teaching assessment instruments: Possibilities and pitfalls for promoting professional development. Journal of Education, 51, 1-22. Retrieved June 6, 2013 from www.joe.ukzn.ac.za/libraries/No.51_2011_student_teaching_ass.

Downloads

Published

2017-09-07

Issue

Vol 3, No 8 (2017)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).