Pedagogical Experiences of Bishop Stuart University Students on School Practice about the New Lower Secondary School Curriculum in South Western Uganda

Abstract

The study aimed at documenting pedagogical experiences of Bishop Stuart University students on school practice about the new lower secondary school curriculum in southwestern Uganda. A descriptive research design was employed where 90 students pursuing different programmes in the Faculty of Education, Arts, and Media Studies in the academic year 2021-2022 were involved in the study. Probability sampling technique was used. Data was collected using focus group discussions, documentary analysis, and observation. The findings reveal effective integration of Information communication technology, addressing individuality among learners in activities of integration, lack of adequate instructional resources, need for constant monitoring of learners, lack of finances, poor attitude, and little training on assessment as major pedagogical challenges. It is concluded that this approach shall help in the attainment of Uganda’s efforts to achieve Vision 2040, which is seeing Uganda become a middle-income country. The study recommends more training on effective integration of ICT, assessment, evaluation, teacher attitude change, provision of adequate instructional materials, financing, and constant monitoring. Proper planning for afternoon sessions so that students are not left redundant is also essential. It is imperative that teacher training institutions support systems for the proper adoption of the new curriculum. Individuality among learners in activities of integration should also be attended to