Pre-service teachers’ perception on the extent to which science practical training enhance competences of teaching practical in secondary schools: a case of the University of Dar es Salaam and Mwenge Catholic University

The study investigated perception of pre-service teachers on the extent to which science practical trainings enhance competence of teaching practical in secondary schools. Four research objectives were developed: firstly, to explore the perception of pre-service Science teachers towards the role of practical trainings in improvising the Science practical in secondary schools; secondly, to examine if the science practicals conducted during pre-service training at Universities relate to the actual practicals conducted in secondary schools; thirdly, to explore whether the practical trainings provided to pre-service Science teachers while in the college enable them to develop skills of teaching practicals in secondary schools; and the fourth was to identify the challenges and opportunities of improving practical trainings for preservice teachers in Science education. The study employed mixed method approach to capture both quantitative and qualitative data. Participants in the study were third year Science pre service teachers from University of Dar es Salaam and Mwenge Catholic University. These Universities were purposively sampled. The sample size involved 202 participants. Data were gathered through questionnaires interviews and focus group discussions. Quantitative data were analyzed using Statistical Package for Social Science (SPSS) version 20 forming descriptive statistics while qualitative data were analyzed through thematic analysis. The result shows that practical training taught to pre-service teachers had positive role on the improvement of practical teaching in secondary schools. Most of the preservice teacher’s agreed that, practicals conducted during pre-service training relate to actual practical teaching knowledge in secondary schools. The study concluded that, practical training develops the required practical skills of teachers in secondary schools. The study recommends that, training programmes for pre-service science teachers have to insist on methodological courses. Similarly, it is recommended that practicals in secondary schools Science subjects’ syllabus need to be incorporated in the practical courses during the period of pre-service teachers’ training. Moreover, the increase of student’s enrolment in Universities and teacher training colleges should consider availability of resources like lectures and laboratory buildings well equipped with teaching and learning resources.