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IRA-International Journal of Education &
Multidisciplinary Studies
ISSN 2455–2526; Vol.05, Issue 02 (2016)
Pg. no. 76-85
Institute of Research Advances
http://research-advances.org/index.php/IJEMS
The Student Teachers’ Experiences during
Teaching Practice and Its Impact on their
Perception of the Teaching Profession
Dr. Rachel Koross
University of Eldoret, School of Education,
Department of Curriculum and Instruction,
P.O Box 7892-30100. Eldoret , Kenya.
Type of Review: Peer Reviewed.
DOI: http://dx.doi.org/10.21013/jems.v5.n2.p3
How to cite this paper:
Koross, R. (2016). The Student Teachers‟ Experiences during Teaching Practice and Its
Impact on their Perception of the Teaching Profession. IRA International Journal of
Education and Multidisciplinary Studies (ISSN 2455-2526), 5(2), 76-85.
doi:http://dx.doi.org/10.21013/jems.v5.n2.p3
© Institute of Research Advances
This work is licensed under a Creative Commons Attribution-Non Commercial
4.0 International License subject to proper citation to the publication source of the
work.
Disclaimer: The scholarly papers as reviewed and published by the Institute of
Research Advances (IRA) are the views and opinions of their respective authors
and are not the views or opinions of the IRA. The IRA disclaims of any harm or
loss caused due to the published content to any party.
IRA-International Journal of Education & Multidisciplinary Studies
77
ABSTRACT
Teaching practice is an integral component of teacher training in Kenyan universities. Teaching practice
in Kenyan universities is organized in the schools of education and is mandatory for all students who
pursue education. Students go out to real classroom environment for a whole term (approximately 14
weeks).This activity grants student teachers experiences in the real teaching and learning environment.
This paper looks at the students’ experiences and its impact on their perception of the teaching profession
and also assesses the challenges that students encounter while in the schools that they are attached for
teaching practice. The sample was drawn from third year student teachers from the University of Eldoret
who had done teaching practice. A survey design was used and a quantitative questionnaire was
administered to 100 student teachers. The findings of this research indicate that students’ experiences
had an impact on their perception of the teaching profession and they did experience challenges while on
teaching practice. Based on the findings of this study recommendations are given on how to improve
students’ perspective and challenges.
Key words: Student teachers, experiences, teaching practice, Perception, teaching profession
1. Introduction
Teaching practice is an exercise that is carried out by all schools of education in Kenyan universities and
the rest of the world. Teaching practice in the 21st century is considered to be one of the most influential
aspects of pre-service teacher education (Haigh 2001). Ezewu et al. (1994), indicate that the term
“teaching practice” has been accepted almost universally and uncritically by all concerned with the
preparation of teachers and its use has embraced all the learning experiences of student teachers in
schools. This concept has been handed down from the earliest days of the development of training
colleges. Today, it is considered a necessary and valuable activity for the qualifications of an envisaged
teacher thus it needs to be conducted effectively. It is a requirement in the teacher education programme
in Kenya in that a student cannot graduate without having gone through teaching practice process.
Moreover, with increased demands being placed on teachers to meet the needs of diverse students and to
design classrooms and use methods of teaching that are learner centred, the world of teaching has become
more complex. Hence universities and schools of education are exploring new approaches to teacher
education. As most of the influential pedagogies in teacher education are those relating to supervised field
experience such as teaching practice, there is need to study the challenges and possible solutions to these
challenges that student teachers may encounter while in teaching practice and the impact of the
experiences that they get on the teaching profession. There is need also to establish ways to assist pre-
service teachers in the transition from the role of students to the role of beginning teachers. The
experience has been that the actual practice of using field experience varies greatly depending largely on
the amount of support that is provided to student teachers. However, in as much as teaching practice is
important in preparing pre-service teachers, it is not an easy task to undertake. Broadbent (1998) states
that teaching practice is the most challenging experience for student teachers in the teacher education
programme. In view of this challenging and problematic nature of teaching practice, this study examines
the student teachers‟ experiences during teaching practice and its impact on their perception of the
teaching profession.
1.2 Background
According to Cohen et al. (1996), since the establishment of training colleges in the middle and late 19th
century, teaching practice in one form or another has remained an unchallenged, essential element in the
preparation of generations of teachers. In Kenya teaching practice is considered as an important
component of becoming a teacher. It has been used in teacher training since independence. Koko (2002)
remarks that, teaching practice in most educational institutions is the expected terminal behaviour of a
student teacher who is going through professional course in education. In Kenyan universities, it is done
IRA-International Journal of Education & Multidisciplinary Studies
78
in an organized program whereby students are posted to schools and will teach for a term (13-14 weeks)
with the guide of the cooperating teachers and school management. The teaching of skills which is done
in teaching practice is not something new in the African education system. In the traditional African
society skills such as hunting, singing, reciting, carving and drawing were learnt through practice. These
traditional practices are not dissimilar to those typifying our current approaches to student teaching.
Samuel (2010) refers to teaching practice as far back as the first model of teacher education, the master
apprenticeship model, in which the novice teacher learns best through behavioural modeling, through
imitating the expert teacher. Menter (1989:460) notes that there has been a shift in the literature from the
concept of teaching practice (associated with an apprenticeship model) to the concept of field/school
experience (associated with an experiential model). Lave &Wenger (1991) point out that however way it
may be envisaged, the notion of teaching practice is entrenched in experience based learning initiated by
Dewey (1938), Vygotsky‟s (1978) social cognitive theory, and founded in the premise of situated
learning. Consequently as envisaged in teacher education in Kenya, teaching practice is meant to provide
for the authentic context within which student teachers are exposed to experience the complexities and
richness of the reality of being a teacher. This process allows the student teacher an opportunity to
establish whether the right career choice has been made or not. However, despite its importance,
Kiggundu and Nayimuli (2009) note that teaching practice sometimes becomes a demoralizing and
sometimes very frightening experience. It is on this background that this study examines the student
teachers‟ perspective of teaching practice and the challenges faced by student teachers during teaching
practice.
1.3 The purpose of the study
This study aimed at investigating the real context of teaching practice as experienced by the student
teachers of the school of Education at the University of Eldoret and its impact on student teachers
perception on the teaching profession. This study further attempted to highlight the challenges that the
student teachers face while on teaching practice.
1.4 Objectives
The specific objectives of the study were:
(i) To investigate the student teachers‟ experiences during teaching practice and its impact on
their perception of the teaching profession.
(ii) To establish the challenges faced by students teachers during teaching practice
1.5 The significance of the study
The significance of this study emerges from the importance of teaching practice experience in Kenyan
teacher education programs and its role in teacher preparation. Also this study is vital in that it examines
the educational competencies of student teachers, and its ability to diagnose the challenges faced by
student teachers during teaching practice. Furthermore, the results of this study may draw attention to
several problems and challenges faced by the student teachers while in the field. Therefore, this study
attempts to share these issues that may help the educational stakeholders to minimize these challenges and
its impact and to facilitate the training process to achieve the goals of teaching practice for prospective
student teachers and understand their perspectives towards the teaching profession.
2.0 Literature review
What is teaching practice?
Marais &Meier (2004:221) assert that the term teaching practice represents the range of experiences to
which student teachers are exposed when they work in classrooms and schools. According to Emerole
(2000), the term teaching practice is an experience of guided teaching in which the trainee teacher
assumes increased responsibility for directing the learning of a group for over a period of time. Imart
(2003) explains that, the term teaching practice has three major connotations the practicing of teaching
IRA-International Journal of Education & Multidisciplinary Studies
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skills and acquisition of the role of a teacher, the whole range of experiences and practical aspects of the
course as distinct from theoretical studies. Teaching practice is the name of the preparation of student
teachers for teaching by practical training. Andabai (2011) posits that, it is the practical use of teaching
principles, teaching techniques and practical training/practical exercise of different activities of daily
school life. Hassan (2000) further asserts that, it is a period which provides opportunities under typical
school conditions in selected cooperating schools for trainee teachers to secure experience in observing
and participating actively in diverse educational activities of teaching in the school. McGee and Fraser
(2001) emphasize that it is in teaching practice that student teachers are baptized with the experience to
gain knowledge of how teachers go about the many and complex task involved in actual classroom
practice. All these definitions indicate that the teaching practice is a vital exercise that provides the
opportunity to beginning teachers to become socialized into the profession.
In Kenya teaching practice is an essential aspect of teacher education because it prepares teachers for their
future teaching roles and assignment. During teaching practice, the trainee teachers are sent out from the
University to primary, secondary, commercial, and technical schools to teach for a period of three months
as a part of their training. During this practice a student teacher is supervised and evaluated not only by a
supervisor allotted to him/her but also by a group of other lectures who supervise the student teachers and
the collaborating teacher. Akpomi (2001) argues that, the need for this different evaluation is to make sure
that the student teacher is properly corrected and graded.
2.1 The strengths of teaching practice
Teaching practice has attracted many researchers and most of the findings show that teaching practice has
more strengths than weaknesses. Some of the strengths that have been established by researchers are that:
It grants student teachers experience in the actual teaching and learning environment (Marais &Meier,
2004:220; Perry, 2004:2).Teaching practice enables student teachers to understand the real world of
teaching and let them know about problems and difficulties of teaching that may face them in the
future.Hence, student teachers understand their students‟ environment and accept students‟ diversity.
Moreover, teaching practice enables the student teacher transit from the role of students to the role of
beginning teachers. Kasanda, (1995) indicates that during teaching practice, a student teacher is given the
opportunity to try the art of teaching before actually getting into the real world of the teaching profession.
Thus they develop their professional and personal competencies. Student teachers also know the value of
teaching practice and as remarked by Menter (1989: 461) they perceive it as „the crux of their preparation
for the teaching profession since it provides for the real interface between student hood and membership
of the profession. As a result, teaching practice creates a mixture of anticipation, anxiety, excitement and
apprehension in the student teachers as they commence their teaching practice (Perry, 2004:4).
Furthermore, Ajoku (2003) established that performance during teaching practice provides some basis for
predicting the future success of the teacher and the quality of teacher education programs. Edem (2003)
explains that, during teaching practice, working with students in schools provide a high degree of
emotional involvement of a mostly positive nature. Students teachers feel that they grow through
experience and they begin to link to the culture of teaching. In this case student teachers develop a
positive attitude towards the profession and the students. Edem (2003) further asserts that, during teaching
practice, student teachers feel engaged, challenged and even empowered. In another study, Osuala (2004)
established that, teaching practice exposes the trainee teacher to the realities of effective teaching and
helps them to try out methods of teaching and gain practical classroom experience under experts. Itejere
(1998) stressed this aspect and stated that teaching practice is the most vital part of trainee teacher‟s
career training, this is because it is during this practice that the trainee teachers applies the methods, even
the philosophy of education which he/she was taught theoretically in the classroom. Thus it plays a key
role in bridging the gap between theory and practice. As it is commonly said that “theory without practice
is empty; practice without theory is blind”(Morrison &Werf, 2012, p.1). The teacher trainee realizes
his/her professional responsibility as a teacher and starts to learn how to manage the younger ones who
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are left under his/her control and care. According to Tuli and File (2009) teaching practice allows student
teachers to discover their abilities and creativities that help them in their future teaching processes.
2.2 The challenges that students experience during teaching practice
Marais and Meier (2004:221) argue that teaching practice is a challenging but important part of teacher
training, especially in developing countries. Kenya as a developing country is not an exception and
student teachers encounter challenges during teaching practice. Studies done in Zambia and South Africa
show the following challenges that student teachers encounter during teaching practice; inadequate
preparation of the student teachers, 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, lack of finances and accommodation facilities, non involvement in other school activities, very
little support and lack of trust from the cooperating teachers and lack of clear policies that govern
teaching practice (Kasanda 1995, Kiggundu and Nayimuli 2009). 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. Yassin (2004) studied the problems faced by the students at the
Faculty of Education in Gaza during their teaching practice and established the following: the long
distance between the assigned schools and the students‟ houses, the lack of guidance provided by school
principals regarding the school systems, regulations and the participation in the school activities, and the
lack of respect showed from the cooperating teachers towards student teachers. Yassin (2004) further
studied the challenges from academic supervisors during teaching practice and established that the
academic supervisors do not hold regular meetings with student teachers to discuss the challenges that
face them. In addition, student teachers do not find adequate encouragement from the academic
supervisors for their work, also they do not find adequate assistance in getting textbooks and teachers'
guides from their collaborating teachers and did not receive adequate explanation of the required skills,
and did not get appropriate guidance to motivate them to implement classroom activities.
Bechuke et al (2013) while investigating the challenges that student teachers encounter during teaching
practice in South Africa revealed that most mentors are not well informed of their responsibilities as
mentors to student teachers during teaching practice. Mentors consider their responsibility as being a
university assignment to supervise. Moreover, the findings indicated that mentors lack training to function
as mentors to student teachers during teaching practice.
Bechuke et al (2013) further revealed that university assessors are not consistent in their duties as
supervisors. They state that lecturer supervisors from the university do not pay regular visits to practicing
schools and that some student teachers indicated that they were never visited by university assessors, not
even once, and yet their visits and roles contribute heavily to the success of the practice. In Africa, most
student teachers undertake their practice in remote areas which are a far distance from the university. The
impact of the location of these schools on teaching practice is that those student teachers are never
assessed by university lecturers and if they are assed it is only once. Apart from lecturers not assessing
student teachers in distant schools, other potential dangers in these schools include lack of human
resources to train these student teachers as expected by the programme. Also some of these schools are
understaffed and lack adequate infrastructure. With all these disadvantages in some of these schools, the
objectives of teaching practice are not achieved and this paper sought to establish some of the challenges
that Kenyan university students encounter during teaching practice.
3.0 Methodology
The study adopted the survey design where by questionnaires were used to collect data from 100
randomly selected third year students from the university of Eldoret who had completed teaching practice.
The sample was composed of 50 male and 50 female students. The students were asked to answer the 30
questions on the questionnaire. The questionnaire was used to test the student teachers‟ perspective of
IRA-International Journal of Education & Multidisciplinary Studies
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teaching practice and the challenges faced by student teachers during teaching practice. A five-point likert
scale was used.
4.0 Discussion of the findings
4.1: The student teachers’ perspective of teaching practice
From Table 1 we can see that, out of the responses collected from the respondents, question 1-15 had
majority of the students selecting strongly agree or agree and very few students disagreed with the given
statements. This indicates that teaching practice gave the students a number of experiences and these
experiences had an impact on their perceptions on the teaching profession. Teaching practice has been
found to be very beneficial in the course of this research work because, it provides an opportunity for the
trainee teachers to teach and increase their professional competence. The result showed that trainee
teachers benefited greatly in participating in teaching practice because they were able to decide whether
or not to take to teaching as a profession, they got the opportunity to try out ideas and theories in a
practical classroom situation, they developed interest of teaching and were exposed to the problems and
prospects of the teaching profession, they learnt to plan, prepare and present lesson topics appropriately.
Teaching practice helped them to acquire those valuable personality attributes that are associated with an
outstanding teacher and to perfectly use instructional materials when teaching. In addition, they stated that
teaching practice is a vital factor in preparing them for future teaching assignment since it helped them to
learn to use reinforcement and assessment skills correctly. Student teachers also indicated that they gained
general experience in the teaching profession and got the opportunity to communicate and interact closely
with learners and control the class effectively. Generally the student teachers indicated that they were able
to build proper confidence and competence in lesson preparation and developed skills and attitudes of a
teacher during the exercise. It was also revealed that teaching practice helps trainee teachers to learn how
to keep records of assignment and also to participate in school activities. They further were able to master
professional skills and broaden their knowledge of the subject matter.
Table 1: The student teachers‟ perspective of teaching practice
Statement
SA
A
UD
D
SD
Remark
1
Teaching practice has made me to decide whether or not to
take to teaching as a profession
55
35
5
5
Agree
2
Teaching practice gave me an opportunity to try out ideas
and theories in a practical classroom situation.
60
40
Agree
3
Teaching practice developed in me the interest of teaching
45
50
2
3
Agree
4
Teaching practice has made me to master professional skills
70
28
2
Agree
5
Teaching practice has exposed me to the problems
and prospects of the teaching profession
40
54
3
3
Agree
6
Teaching practice helped me to broaden my knowledge of
the subject matter
80
20
Agree
7
Teaching practice has made me to learn how to plan,
prepare and present my lesson topics appropriately
67
32
1
Agree
8
Teaching practice has helped me to acquire those valuable
personality attributes that are associated with an outstanding
teacher.
32
62
2
3
1
Agree
9
Teaching practice has helped me to perfectly use
instructional materials when teaching.
82
18
Agree
10
Teaching practice has helped me learn to use reinforcement
and assessment skills correctly
83
16
1
Agree
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11
Student teachers see teaching practice as a vital factor in
preparing them for future teaching assignment.
31
68
1
Agree
12
Teaching practices has enabled student teachers to gain
general experience in the teaching profession.
47
48
1
4
Agree
13
Teaching practice has given me the opportunity to relate my
studies to my future career.
82
18
Agree
14
Teaching practice gave me an opportunity to communicate
and interact closely with learners and control the class
effectively
56
41
3
Agree
15
Teaching practice helped me to develop my own way of
working effectively with learners and colleagues
44
53
1
2
Agree
4.2: The challenges student teachers’ experience during teaching practice
The study also sought to establish the challenges that student teachers experience during teaching
practice. The findings on Table 2 indicate that student teachers experience quite a number of challenges.
These challenges were seen as geographical, administrative, professional, instructional, supervision,
social and financial. On geographical challenges, majority of the student teachers indicated that they walk
for a long distance to the school and the roads are impassable and more so they face accommodation
problems in the schools they were posted to. On administrative issues the student teachers stated that
some schools reject student teachers Students, while others stated that they were given more lessons as
required in the university regulations and that student teachers were not fully involved in all school
activities and were not allowed to interact with the permanent teacher as they were in some cases assigned
a different staffroom. Concerning professional challenges the student teachers indicated that in some
schools, teaching staff hoard professional advice from trainee teachers and in other cases student teachers
are overloaded by the cooperating teachers by being assigned some of their duties. On instructional
challenges the research established that some schools lack instructional materials that are needed for
effective teaching. The challenges on supervision were that supervision was not done regularly and
uniformly and also it was noted that the student teachers stated that the supervisors were harsh and not
friendly. In the social perspective the student teachers showed that school students do not respect student
teachers and student teachers met some rudely behaved students and they have very little control over
them. Moreover financial challenges were established since the student teachers indicated that they faced
financial challenges during teaching practice in that majority of them stated that they lacked finances for
their up keep.
Table 2: The challenges student teachers’ experience during teaching practice
Statement
SA
A
UD
SD
D
Remarks
1
Some schools reject student teachers
43
35
2
12
8
Agree
2
Permanent teachers are not friendly and do not want to
interact with student teachers
45
41
9
5
Agree
3
In some schools, teaching staff hoard professional
advice from trainee teachers
38
36
1
15
10
Agree
4
Student teachers face accommodation problems in the
schools they have been posted to
35
30
20
15
Agree
5
Some schools lack instructional materials that are
needed for effective teaching
70
25
5
Agree
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83
6
Students teachers are given more lessons as required in
the university regulations
36
19
27
18
Agree
7
Student teachers meet some rudely behaved Student
and they have very little control over them
55
40
5
Agree
8
School students do not respect student teachers
46
34
15
5
Agree
9
Student teachers are not fully involved in all school
activities
36
38
18
8
Agree
10
Student teachers are overloaded by the cooperating
teachers by being assigned some of their duties
58
31
1
10
Agree
11
Some of the student teachers lack finances for personal
up keep
70
28
2
Agree
12
Student teachers are not allowed to interact with the
permanent teacher and are even assigned a different
staffroom
53
23
2
8
14
Agree
13
Student teachers walk for a long distance to the school
and the roads are impassable
35
32
2
18
13
Agree
14
Supervision was not regularly and uniformly done
70
25
5
Agree
15
Supervisors are harsh and un friendly
80
20
Agree
5.0 Conclusion and Recommendations
From the findings of this study the following conclusions were done:
(i) That the student teachers‟ perspective of teaching practice is positive in that the student
teachers found teaching practice to be very beneficial and it provided an opportunity for the
trainee teachers to increase their professional competence.
(ii) Also student teachers faced challenges during teaching practice
5.2: Recommendations
Based on the findings of the study, the following recommendations were made:
(i) Schools of education and colleges should organize the teaching practice exercise very well so
as to give the best professional practice to the trainee teachers.
(ii) A proper orientation for student teachers should be carried out using efficient means of
communication like; seminars, workshops, conferences and discussion before they go for
teaching practice.
(iii) Student teachers should participate at least once or twice in micro-teaching exercises as a way
of exposing them to teaching practice.
(iv) The university should appeal to the government, non-governmental organizations like the
private sector, individuals and industries to assist in supplementing educational materials and
learning resource that would prepare the students teachers.
(v) The cooperating teachers should be trained on their roles while working with the student
teachers.
(vi) The government should provide finance inform of stipend for student teachers so as to boost
their up keep and their attitude towards the profession.
(vii) The university should train the supervisors and supervision of students while on teaching
practice should be done professionally.
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84
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