Abstract
Student preparation in teacher education is a crucial factor for teaching practice. Unfortunately, research conducted on student teacher preparedness for teaching practice at the Faculty of Agriculture and Consumer Sciences lacking. Thus, the purpose of the study wasto describe student teacher preparedness for teaching practice at the Faculty of Agriculture and Consumer Sciences at the University of Eswatini. This was a correlational study employing self-administered questionnaires in data collection. A census of 80 fourth year Agricultural Education and Consumer Sciences Education students was used. Post hoc inter-item reliability using Cronbach’s Alpha revealed that the questionnaire was .74 reliable. Three experts from the Department of Agricultural Education and Extension validated the instrument. Data were analyzed using descriptive and correlational statistics. Results revealed that student teachers were prepared for teaching practice on the following: student discipline; setting test and exam questions, student assessment practices; effective use of teaching aids; classroom management; understanding student behaviour; and Information and Communication Technology.The study concluded that the student teachers were prepared for teaching practice and there was congruence between the preparation and the teaching practice. The Faculty of Agriculture and Consumer Sciences should match the needs of students and those of the teaching practice school.
Highlights
Ronfeldt and Reininger [1] consider teaching practice as a “centerpiece of teacher preparation worldwide” (p.1104)
Similar results that revealed that a majority of student teachers were female, single and had not done teaching practice were reported by Tsikati, Dlamini and Masuku [39]
The results indicate that school location had a positive substantial association with the preparedness of student teachers (r = .57)
Summary
Ronfeldt and Reininger [1] consider teaching practice as a “centerpiece of teacher preparation worldwide” (p.1104). The key focus areas in the exercise is fostering links between educational theory and practice, developing student teacher’s ability and developing the ability to select and use appropriate teaching resources. Bill and Melinda Gate Foundation [3] stated that teaching practice is a learning experience that allows a student teacher to identify his strengths and weaknesses, and use both of them to the best advantage of his job. Goethals and Howard [4] viewed student teaching as the most challenging, rewarding, and critical stage of teacher education. Kiggundu and Nayimuli [5] on the other hand concluded that teaching practice can make or break the student teacher
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