Ebenezer Appah Bonney, Sophia Naana Micah, James Hinson


Teaching practice is an important component in any teacher education programme. It is regarded as the most crucial way in helping teacher trainees to become effective classroom teachers. This study sought to investigates the perception of teacher-trainees towards on-campus teaching practice. It involved both Early Childhood and General Basic Education Diploma teacher trainees of Holy Child College of Education perception. Their concerns, challenges encountered and experiences gained during the teaching practice in the year 2017/2018 academic year were taken into consideration. The research employed qualitative research procedure. In-depth interviews were used to gather data for the study. The results revealed that, teacher-trainees have benefited from the on-campus teaching practice in the development of the following teaching skills: communication with students, classroom management and lesson notes preparation. The study recommends that effort should be made to train teacher trainees in the preparation of lesson notes with particular attention given to the English language and the preparation of teaching and learning materials.


Article visualizations:

Hit counter



professional competence, on-campus, teaching practice, teacher trainees

Full Text:



Akyeampong, K., Lussier, K., Pryor, J. & Westbrook, J. (2013). Improving teaching and learning of basic math’s and reading in Africa: Does teacher preparation count? International Journal of Educational Development. 33(3), 272–282.

Ampofo, S. Y., & Orodho, J. A. (2014). Significance and Delivery Teaching Practice: Perception of Distance Education Teacher Trainees of the University of Cape Coast, Ghana. International Journal of Recent Scientific Research, 5(4), 868-876.

Haigh, M. (2001). Coherence and Congruence of Perceived Roles within Practicum Partnerships A Case Study Paper Presented at the New Zealand Association for Research in Education Annual Conference, Christchurch, New Zealand. December 6-9, 2001.

Kiggundu, E., & Nayimuli, S. (2009). Teaching practice: A make or break phase for student teachers. South African Journal of Education, 29, 345-358.

Kyriacou, C. and Stephens, P. (1999). Students teachers’ concerns during teaching practice. Evaluation and Research in Education, 13, 18-31.

Marais, P. & Meier, C. (2004). Hear our voices: A student teacher’s experience during practical teaching. African Journal Review, 1, 220-233.

Leke-ateh, B. A., Assan, T. E. B., & Debeila, J. (2013). Teaching Practice for the 21st Century: Challenges and Prospects for Teacher Education in the North-West Province, South Africa. Journal of Social Science. 37(3), 279-291.

Lewin, K. M., Stuart, J. S, (2003). Researching Teacher Education: New Perspectives on Practice, Performance and Policy DFID Research Series 49a

Yusof, N., Yusof, A., Ali, A. B. M., Yusof, C. M. N. B. C. M., Farza, M. N. B. M. N., & Nawai, N. B. M. (2012). Students Teachers Perception towards Teaching Practicum Programme. International Journal for Innovation Education and Research, 2(10), 121-130.

DOI: http://dx.doi.org/10.46827/ejes.v0i0.1961


  • There are currently no refbacks.

Copyright (c) 2018 Ebenezer Appah Bonney, Sophia Naana Micah, James Hinson

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2022. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).