Students-Teachers' Professional Development during Teaching Practice in Tanzania: Experience from the Host Institutions

Abstract

This study sought to explore the opportunities and challenges experienced by student-teachers during their Teaching Practice (TP) in various host institutions in Tanzania. A mixed research approach with cross-sectional survey was employed in this study. The study was carried out in Dar es Salaam, Mbeya and Morogoro regions in Tanzania. Data were collected through questionnaires and semi-structured interview. The study involved 245 participants, whereby 230 were the student-teachers, 10 heads of secondary schools, 3 primary school head teachers and 2 principals from teachers’ training colleges. The findings indicate that student-teachers received positive mentorship from host institutions through orientation on different matters before getting the direct classroom exposure. It was also found that student-teachers had a collaborative working relationship with the host institutions. Findings indicate further that student-teachers were involved in both administrative and academic activities. However, there were some challenges that faced them such as limited teaching and learning facilities, limited exposure to the use of Information, Communication and Technology (ICT) as a pedagogical tool, and the overall limited infrastructural support for their stay in various host institutions. It was also found that in some institutions, student–teachers were not trusted to handle the administrative activities. It is recommended in this study that there is a need for Higher Education Institutions (HEIs) and educational stakeholders to collaborate with schools for the creation of a conducive learning environment for student-teachers.