Abstract
<p><em>Supporting and mentoring teacher trainee competence during teaching practice forms an indispensable part of professional and personal development. A positive interaction between university assessors, secondary school principals, collaborating teachers, and regular teachers plays a vital role in fostering professional competence among teacher trainees. Consistent with professional development is that knowledge and learning is entrenched in social contexts and experiences promoted though interaction with significant others. The nature of support provided during teaching practice enhances sustained class management, improved professional development, activity based learning and learner achievement. On the other hand, inadequate support may turn teaching practice into a stressful disempowering and unproductive exercise for teacher trainees. The purpose of this study is to examine university assessors and school support in teacher trainee development at University of Nairobi. The study adopted a descriptive survey design with a population of 68 student teachers on teaching practice randomly sampled from 17 Counties. Data was collected through questionnaires for teacher trainees. Data analysis involved application of descriptive and inferential statistics, and presented using tables and graphs. Analysis yielded three themes, unsupportive relations, moderately supportive, and very supportive. The results indicated considerable support during teaching practice where </em><em>“</em><em>very supportive</em><em>”</em><em> scored the highest percentages. The study recommends development of practical and consistent policies and infrastructure that provides coordinated support for teacher trainees.</em></p>
Highlights
Socializing teacher trainees into teaching profession requires support from faculty assessors, school principals, collaborating teachers and regular teachers in providing guidance within curricular development, interpretation, implementation and evaluation
The study sought to establish support accorded to teacher trainees to gain professional competence in teaching by assessors, principals, collaborating and regular teachers 1.1 Faculty Assessors’ Support and Teaching Practice Effectiveness of teaching practice is dependent on roles played by university assessors in implementing supervisory approaches by virtue of expertise and experience in helping professional development among teacher trainees
Faculty assessors provide teacher trainees with appropriate skills in lesson learning for effective teaching, which result in enhanced learner achievement
Summary
Socializing teacher trainees into teaching profession requires support from faculty assessors, school principals, collaborating teachers and regular teachers in providing guidance within curricular development, interpretation, implementation and evaluation. The study sought to establish support accorded to teacher trainees to gain professional competence in teaching by assessors, principals, collaborating and regular teachers 1.1 Faculty Assessors’ Support and Teaching Practice Effectiveness of teaching practice is dependent on roles played by university assessors in implementing supervisory approaches by virtue of expertise and experience in helping professional development among teacher trainees In support of this argument, Wambugu, Barmao and Ng’eno (2013) asserted that assessors are critical in shaping teacher trainee as well as triggering change through raising awareness on appropriate teaching-learning practices. In cases where assessors support is inadequate, Mukeredzi and Mandrona (2013) indicated that assessment of class work is low, instructional indiscipline is likely to occur and attainment of instructional objectives may be lost In instances where such weaknesses exist, teacher professional competence is lowered resulting in teacher trainee inability to evaluate self, manage the teaching-learning process and eventually witnessing lower learning achievement. In instances where teacher trainees are adequately supported, professional development is faster, witnessing of increased competence in addressing teaching-learning related issues and resultant higher learning achievement
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
