Teaching Practice Experiences of Computer and Integrated Science Student-Teachers, Challenges and Possible Panacea

Filed in Nursing News by on July 15, 2020

Teaching Practice Experiences of Computer and Integrated Science Student-Teachers, Challenges and Possible Panacea.

Introduction

Background to the Study

Teaching practice experience is an important component of becoming a teacher. It grants student teachers experience in the actual teaching and learning environment (Ngidi & Sibaya, 2013; Perry, 2014).

During teaching practice, a student-teacher is given the opportunity to try the art of teaching in his field of study be it in computer science or any other subject before actually getting into the real world of the teaching profession (Kasanda, 2011).

Student-teachers also know the value of teaching practice as remarked by Menter (2010). According to Menter, they perceive it as ‘the crux of their preparation for the teaching profession’ since it provides for the ‘real interface’ between studenthood and membership of the profession.

As a result, challenges in teaching practice create a mixture of anticipation, anxiety, excitement and apprehension in the student-teachers as they commence their teaching practice (Manion, Keith, Morrison & Cohen, 2013; Perry, 2014).

Teaching practice experience enables a student-teacher to integrated science concepts in a manner free of the restrictions imposed by the arbitrary subject boundaries of the separate sciences.

It has a dynamic process approach to the teaching and learning of science.  As noted by Marais and Meier (2014) teaching practice in this area at times possesses a challenging but an important part of teacher training, especially in developing countries such as Nigeria,

where the effectiveness of the teaching practice can be diminished or eroded by a range of challenges, such as geographical distance, low and uneven levels of teacher expertise, a wide-ranging lack of resources as well as a lack of discipline among a wide cross-section of learners and educators.

These challenges, if not addressed, may affect student-teachers’ performance during teaching practice and may in the long run affect their perception of the teaching profession (Quick & Sieborger, 2015).

According to Menter (2013) there has been a shift in the concept of teaching practice (associated with an apprenticeship model) to the concept of field/school experience (associated with an experiential model). However, no matter how it is being envisaged, the notion of teaching practice is entrenched in experience-based learning initiated.

Statement of the Problems

Studies conducted on student-teacher’s experience and anxieties during teaching practice show that most of the student-teachers are faced with different challenges (Ngidi & Sibaya, 2013).  Marais & Meier, (2014) mention anxieties during teaching practice as a challenge to student-teachers teaching experience.

However, a review of the literature indicates that there are limited studies that have been conducted regarding ways in which students experience these challenges and the possible panacea associated to it during teaching practice and which might influence their perception and attitudes towards the teaching profession.

Student-teachers also see teaching practice as a stopgap while they wait for better career opportunities in other fields due to the challenges they experience in teaching practice.

The majority of student-teachers do not often have the intention of teaching after the course. During the period of teaching experience, some student-teachers maintain a negative attitude towards the teaching profession.

Despite the enriching experiences during teaching practice, student-teachers experience challenges, which may have significantly affected their ability to derive maximum benefit from the exercise.

References

Ezudu. T, (2011). The theory and practice of educational administration. Hong Kong: MacMillan Publishers.56-71

Griofa I.,and Ruairc U ,(2013). Teaching practice for early childhood. A guide for students. Available at http://www Routledge.com catalogues./0418114838.pdf.

Haastrup .Q., Hezekial and Stella, (2014).Student teacher anxieties related to practice teaching.South African Journal of Education, 23:18-22.

Haastup, Quick and Sieborger R,( 2014). What matters in practice teaching? The perception of schools and students. South African Journal of Education, 25:1-4.

Ibraheem, (2012). Educational Management: Theory and Practice. Nairobi: Nairobi University Press.95-100

Jekayinfa, Yahaya, Yusuf, Ajidagba, Oniye, Oniyangi and Ibraheem (2012). Mentorship for students on teaching practice in Zimbabwe: Are student teachers getting a raw deal? South African Journal of Higher Education, 21:296-307.

John, Jane and Emmanuel, (2015). Norms and Standards for Educators. Government Gazette, No. 20844.

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