Secondary School Pre-Service Teachers' Perceptions of School-Based Teaching Practice
Saved in:
| Title: | Secondary School Pre-Service Teachers' Perceptions of School-Based Teaching Practice |
|---|---|
| Language: | English |
| Authors: | Simeon Mackson Gwayi, Grames Wellington Chirwa, Precious Nyoni, Doreen N. Myrie, Manirahari Philogene |
| Source: | Anatolian Journal of Education. 2025 10(2):85-100. |
| Availability: | Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Secondary School Teachers, Preservice Teachers, Student Attitudes, Teaching Methods, Preservice Teacher Education, Practicums, Cooperating Teachers, Practicum Supervision, Student Teaching, Foreign Countries |
| Geographic Terms: | Malawi |
| ISSN: | 2547-9652 |
| Abstract: | Enhancing education quality requires effective teacher development programs, particularly in developing countries where many teachers lack adequate preparation. This study investigated secondary school pre-service teachers' perspectives on their clinical teaching practice experiences. Using a cross-sectional survey, data were collected from 119 third-year pre-service teachers who completed their teaching practicum in 2022. A questionnaire provided both quantitative and qualitative insights, analyzed through SPSS, descriptive statistics and content analysis. Findings showed that most participants (88.6%) felt adequately prepared for clinical practice but noted limited support from cooperating teachers. While they reported sufficient guidance during the practicum, concerns arose about the fairness and objectivity of clinical evaluations. Despite general satisfaction with the program, they emphasized the need for more practical training in lesson planning and fair assessment in specialized areas. These findings highlight the program's overall effectiveness while calling attention to the roles of supervisors and mentor teachers in supporting pre-service teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484841 |
| Database: | ERIC |
| Abstract: | Enhancing education quality requires effective teacher development programs, particularly in developing countries where many teachers lack adequate preparation. This study investigated secondary school pre-service teachers' perspectives on their clinical teaching practice experiences. Using a cross-sectional survey, data were collected from 119 third-year pre-service teachers who completed their teaching practicum in 2022. A questionnaire provided both quantitative and qualitative insights, analyzed through SPSS, descriptive statistics and content analysis. Findings showed that most participants (88.6%) felt adequately prepared for clinical practice but noted limited support from cooperating teachers. While they reported sufficient guidance during the practicum, concerns arose about the fairness and objectivity of clinical evaluations. Despite general satisfaction with the program, they emphasized the need for more practical training in lesson planning and fair assessment in specialized areas. These findings highlight the program's overall effectiveness while calling attention to the roles of supervisors and mentor teachers in supporting pre-service teachers. |
|---|---|
| ISSN: | 2547-9652 |
