Student teachers perception on the value of teaching practice: the case of the Faculty of Education University of Dar es Salaam.

dc.contributor.authorMchomvu, Iddi Juma
dc.date.accessioned2016-04-13T15:23:05Z
dc.date.accessioned2020-01-08T09:12:49Z
dc.date.available2016-04-13T15:23:05Z
dc.date.available2020-01-08T09:12:49Z
dc.date.issued2004
dc.description.abstractThe purpose of the study was to examine student teachers perception on the value of teaching practice at the University of Dar es Salaam. The study had the following specific objectives: to investigate whether or not TP organization ensured students' effective performance; to examine TP adequacy in preparing teachers; to assess usefulness of knowledge as well as skills provided prior to TP; to identify problems encountered during TP and to identify solutions to some TP problems. Several research questions helped to guide the study. A conceptual framework aimed to show the causal relationship from primary courses, underlying cause, immediate courses and manifestations was used in the study in order to identify problems. The study used qualitative and quantitative research approaches. 300 students from the entire FoED students were involved in the study. Structured questionnaires were used to respondents and a few students were interviewed (focus group discussions). The study has revealed that TP is satisfactorily conducted based on its adequacy in organization, methodology course taught prior to TP and good participation by host schools/institutions. However, some problems/weaknesses were identified. These included: inadequate TP allowances; reduced TP duration; lack of instructional materials; to some students minimal TP supervision; first year students lacking teaching methodology course prior to TP. However, it is advised that student teachers should be posted at schools at the time all schools are open in order to have a fully fledged TP eight weeks strict. Teaching practice allowance should be adjusted to match up with rising living standards. Supervisors should assess TP at the right time with unbiased tendencies. The MoEC should ensure availability of instructional materials and consistent lesson plan format.en_US
dc.identifier.citationMchomvu, I. J. (2004). Student teachers perception on the value of teaching practice: the case of the Faculty of Education University of Dar es Salaam. Masters dissertation, University of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/detail.aspx?parentpriref=en_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/3848
dc.language.isoenen_US
dc.publisherUniversity of Dar es Salaamen_US
dc.subjectStudent teachersen_US
dc.subjectTeaching practiceen_US
dc.subjectColleges and Universitiesen_US
dc.subjectDar es Salaamen_US
dc.subjectUniversity of Dar es Salaamen_US
dc.titleStudent teachers perception on the value of teaching practice: the case of the Faculty of Education University of Dar es Salaam.en_US
dc.typeThesisen_US
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