LINKING TEACHER COURSEWORK TRAINING, PEDAGOGIES, METHODOLOGIES AND PRACTICE IN SCHOOLS FOR THE UNDERGRADUATE SCIENCE EDUCATION STUDENT TEACHERS AT THE NATIONAL UNIVERSITY OF LESOTHO

Abstract

Most pre-service teacher training programs around the world conform to the traditional model in which student teachers undergo intensive theoretical coursework training on campus followed by an extended classroom practice in schools. In this qualitative research study, the National University of Lesotho science teacher training curriculum, pedagogies and methodologies employed on campus and in practice schools were explored. That was triggered by persistently reported observations of student teachers’ inadequacy in classroom teaching during Teaching Practice. The thrust of the research question was the development of the student teachers in learning to teach. The directly involved people who were interviewed and provided their written reports included: two Teacher Educators for Year IV Curriculum Studies courses, ten Student Teachers from each course and their twenty Teaching Practice Tutors. The relevant documents complemented the primary data from the interviews and the produced written reports. The main findings revealed relevant teacher knowledge domains and their components dealt with in the preparation of student teachers for their work in schools. Four main findings that distinctly had a perceptible bearing on student teachers’ learning and practice were the exclusion of assessment as a topic in the course content and teaching, the cross-cutting fragmentation, limited time and teacher educators’ modeling. A limited follow-up study conducted introduced an intervention program targeting one area of fragmentation in the training program. It was implemented in one practice school with one student teacher and his mentor. That was done to explore the possible means of a collaborative rather than cooperative partnership based on the expectations of the Faculty of Education about the field learning experience for the student teacher. The intervention revealed some promising benefits for the student teacher and the tutor that could inform program improvement as discussed and the recommendations made thereof. It was hoped that the results of the two studies would form the basis for or add to the research into other areas of teacher training and teacher education policies and practices that could curb the fragmentation in order to achieve the aspired beneficial and quality education.

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