Abstract
This study examined teaching professionalism: a comparison of teachers in training. The design for the study is ex-post-facto. The sample included 46 males and 89 females who had done the first and second teaching practice exercises. The data were collected using the Teaching Performance Assessment Form and analysed using mean, paired sample t-test and analysis of variance statistics. The hypotheses were tested at an alpha significance level of 0.05. Results indicate (i) no significant difference between students’ first and the second teaching practice exercise, (ii) no significant difference in students’ performance based on gender, (iii) a non-significant difference in the performance of students as regards their course of study.
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