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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.
Journal of Education and Practice
Challenges and Prospects for Teaching Practice in the Zimbabwe Open University: Learning from Experiences in the First Semester 2016 Teaching Practice Supervision Exercise in Masvingo, Bulawayo, Matabeleland North and Matabeleland South2019 •
In this qualitative study, we examine the experiences of the Zimbabwe Open University PostGraduate Diploma in Education (ZOU PGDE) in-service student teachers, their academic supervisors and host schools supervisors in Masvingo, Bulawayo, Matabeleland North and Matabeleland South provinces. The major aim of the study is to establish challenges and prospects for the teaching practice programme to map up the way forward for teaching professionalization through distance and open learning in Zimbabwe. Teaching practice simply represents the range of experiences to which student teachers are exposed when they work in classrooms and schools. All over the world, teaching practice has been made an integral part of teacher training as it gives student teachers hands on experience in the actual teaching and learning environment. Guided by this background knowledge and Adult Learning theories, we explore the experiences of Intake 14 Masvingo Region ZOU PGDE student teachers through primary observations, teaching practice supervision reports and impressions of academic supervisors from the January-March 2016 teaching practice supervision session. The paper reaffirms Marais and Meier's (2004) observation that teaching practice is a challenging but important part of teacher training. We established that in the current Zimbabwe Open University context, teaching practice effectiveness could easily be diminished or eroded by a range of challenges. Some of such challenges include geographical distance, uneven levels of supervisors and mentors expertise, a wide-ranging lack of resources as well as a lack of discipline among a wide cross-section of learners and educators.
This study reflects on University's academic professionals' practices during Teaching Practice (TP) in schools. It reflects on the appropriateness of professionals' practices in enabling or constraining the development of quality training andprofessionalism. The objectives: to investigate the academics practices which were incongruent with code of ethics during TP, to explore different strategies which could be used to promoteprofessionalism during TP. The " Block model " Code of ethics was used as a theoretical framework. Full time, Part time Post Graduates Certificate and Bachelor of Education students from the University of Swaziland were purposively sampled. Questionnaires, semi structured interviews and documentary evidence were used to collect data.Data was analysed using content analysis procedures. Findings indicated that supervisors' visits to schools were inadequate, there were inconsistencies regarding kilometres recorded by academics and in claims made for the same destinations, sometimes TP was conducted outside the schools and some supervisors' behaviour failed to meet professional norms. It was concluded that TP supervision was characterised by poor management, unprofessionalism and risks for quality education.It is recommended that management structures should be put in place to enhance the existing ones. Coordinating structures be strengthened by monitoring the manner in which students are supervised.
2010 •
JOURNAL OF EDUCATION AND PRACTICE
An Explanatory Sequential Approach to Conflicting Views Among Supervisors During Off -Campus Teaching Practice Supervision at The University of Cape Coast2022 •
This research investigated the conflicting views amongst supervisors during the teaching practicum supervision on the field experience (Off-Campus) at the University of Cape Coast. The researchers employed the pragmatist philosophy towards research which employed the sequential explanatory mixed method design. Multi-stage and the proportionate stratified sampling technique were used to select respondents for the study. Questionnaire were the main instrument for gathering quantitative responses. However, focus group discussion guide, interview and content analysis were used to gather both qualitative data for the study. The quantitative results were presented through descriptive and inferential statistics, using tables, percentages, frequencies as well means and standard deviations. The qualitative analysis was in the form of narratives and thematic analysis. The study revealed that the remarks given by supervisors have tremendous impacts on the teaching of student-teachers. The study further established that, the student-teachers careless about the remarks made by supervisors thereby rejecting especially the negative remarks of the supervisors and others also challenged the comments of supervisors when they felt what they have done was right. The result of the hypothesis revealed that there is no statistically significant difference in the reactions of student-teachers towards the remarks of supervisors in terms of gender.
2014 •
Journal of Social Sciences
Towards Achieving Quality Distance Education, Challenges and Opportunities: The Case of the Zimbabwe Open University2014 •
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