The study focused on the relevance of the teaching practice to the competence acquisition in lesson plan development among the prospective teachers. The study used qualitative research approach with the case study research design. It involved 116 prospective teachers whose portfolios were analyzed to find out the formulation of lesson competences and objectives. The findings of the study indicated on one hand that 52.6% of the prospective teachers did not clearly formulate the lesson competences. Similarly, 75% of the prospective teachers did not clearly formulate the general objectives. On the other hand, the findings indicated that formulation of the specific objectives by adhering to the Audience, Behavior, Condition and Degree (ABCD) was not well considered by the prospective teachers. Likewise, it was found that all prospective teachers (100%) involved in the study formulated specific objectives by including the two elements only namely audience and behavior. In contrast, all prospective teachers (100%) did not include the two elements in the statement of specific objectives namely condition and degree indicating partially or incomplete specific objectives statement. Furthermore, the specific objectives covered only lower levels of Blooms taxonomy of cognitive domain namely knowledge and comprehension. The study concluded that teaching practice did not help prospective teachers acquire the competences in lesson plan elements formulation since some elements were not stated at all but also statement of the objectives based on only lower levels of Blooms taxonomy of cognitive domain. It is recommended that higher education learning institutions should put emphasis in the teaching methods courses for the prospective teachers to be well equipped with the competences. Likewise, teaching practice should be conducted in such a way that may help prospective teachers get constructive feedback from supervisors or assessors to help them improve the competences in lesson development. Teaching practice should be considered by higher education institutions as a formative learning exercise rather than summative grading exercise.

This study analyses the perceptions of teacher trainees in relation to the assistance they receive from their mentors regarding planning and preparation of lessons during teaching practice. A questionnaire survey was conducted among one hundred and twenty (120) teacher trainees by using the five point Likert scale in which the respondents were asked to evaluate statements on planning and preparation by giving it a quantitative value; in this case the level of agreement or disagreement was the dimension used. The study provides sufficient evidence that University of Botswana teacher trainees are fairly assisted in the planning and preparation of lessons when on teaching practice. This guidance from mentor teachers is adequate evidence that the teacher trainees can work independently in an environment where they are not constantly supervised. While teacher trainees are adequately guided on several dimensions of teaching, data collected and analysed in this study also indicates that th...

This research work focused on the challenges of teaching practice exercise faced by student -teachers in Ogun State, Nigeria three (3) tertiary schools were randomly selected for the study. One hundred (100) students were chosen to respond to the self designed teacher questionnaire. Three (3) hypotheses was formulated from the study data from the respondents were analyzed using chi- square statistics and the findings showed that there is significant relationship between problem faced by student teacher during teaching practices and their performance. From the second hypothesis the result shows that there is significant relationship between classroom management challenges facing student-teachers and their performance. The result of third hypothesis shows that there is significant relationship between the challenges faced by student-teachers form their supervisors and their performance. From the finding of the study, the researcher was concluded student -teachers encounter difficulties that result to problems associated with the classroom management, conducive environment, curriculum- development and instruction and supervision, Classroom management represents one of the major challenges identified by student-teachers during their teaching practice experience. Classroom management is challenging for student teachers due to the difficulty providing realistic situation in the educational studies classroom prior to student teaching. This approach provides a practical approach that still falls short of simulating the experience but exposes student to real-life situations, expectations and strategies in regard to dealing with classroom management, Student- teachers are expected to get the supervisors feedback to enable them take corrections and make amends. The attainment of quality education will be a mirage without adequate preparation of manpower that will dispense the knowledge. This calls for serious consideration of stipulated strategies to be adopted in tackling the challenges which student teachers face. The research recommended that Proper attention should be given to the classroom management by the student -teachers in order to achieve the objectives at the end of the lesson in the classroom, The Student -teachers should be provided with lodging accommodation by the practicing schools, Adequate curriculum guidelines, facilities, reference materials like textbooks e.t.c. should be made available to facilitate effective and efficient teaching and learning, There is need for the government to provide good library facilities and laboratories, Key word: Challenges, Teaching Practice, Student-Teachers.

Teaching practice is an integral component of teacher training. It grants student teachers experience in the actual teaching and learning environment. We explore the experiences of student teachers in the Vaal University of Technology Post-graduate Certif icate in Education (PGCE) during their 10 weeks ’ teaching practice in the Vaal area. In this article we aim to establish the ways in which these experiences influence the student teachers ’ perception of the teaching profession. Semi-structured interviews with all student teachers were used to collect the data while content analysis was used to identify themes and analyse the data. We established that, despite the positive experiences during teaching practice, student teachers experienced challenges which affected their percep-tion of the teaching profession. Based on the findings of this study, measures are suggested on how to improve teaching practice in order to have a positive influence on the student teachers ’ perception of,...

This study identified teacher teaching development as a means of improving the quality of learning at SD Negeri 15 Betung. The school served as the site for this study. This is a qualitative in which data is gathered through interviews, observation, and documentation. According to the results, teacher teaching development as an effort to improve the quality of learning at SD Negeri 15 Betung could be said good the ability of teachers to manage classes in terms of lesson plan and learning implementation; and the ability of the teacher to manage classes in terms of the teacher's activities opening and closing lessons. The teacher's competence handle the class means the teacher's activities in delivering reinforcement.

In today’s keen competitive global environment, schools and institutions of higher learning are entrusted to produce quality human capital that is able to participate and cope with the ever changing market demands in various sectors of the economy such as education, business and commerce, and technology. The quality of education that students receive is inextricably linked to the knowledge, intelligence, professional skills and competencies of teachers. Teachers are the major in – school influence on student achievement and the most influential profession in the society that make huge differences to children’s lives. The professional roles and qualities of the teacher are blended to make him/her an effective teacher. With teacher preparation issues becoming a major concern for many societies today, it is therefore crucial to shed more light on pre-service teachers teaching practice program aimed at positively influencing the quality level of our student teacher preparation to assist...

The purpose of the study was to identify the challenges faced and perceptions held by student teachers in teacher training colleges in Kenya. A specific case of Tambach was studied. In arriving at the sample for the study, both purposive and random sampling techniques were applied in which twenty seven (27%) percent of male and female in every school participated. The data for the study was collected through a self completed questionnaire which comprised of Likert type questions, rating items and open-ended questions. The data was analyzed using the SPSS programme in which frequencies, percentages and cross tabulation were calculated. The analyzed data was presented using Bar charts and Tables. The study revealed that student teachers experienced some challenges which included confusing formats of the schemes of work for same subject, departure and arrival time which was seen to be too early and late respectively among others. Student teachers were found to be holding positive perceptions about teaching practice which included giving them an opportunity to interact with regular teachers and share everyday teaching experiences. A number of recommendations were made; which if implemented would improve the face of teaching practice in teacher training colleges.