Student Teachers’ Perceptions of Teaching Practice Assessment in Egerton University, Kenya
Volume 2, Issue 4, July 2013, Pages: 169-175
Received: Jul. 10, 2013;
Published: Aug. 10, 2013
Views 4227 Downloads 787
Patricia Wambugu, Department of Curriculum, Instruction & Education Management, Egerton University, Njoro, P.O. Box 536-20115 Egerton, Kenya
Anne Barmao, Department of Curriculum, Instruction & Education Management, Egerton University, Njoro, P.O. Box 536-20115 Egerton, Kenya
Joel Ng’eno, Department of Curriculum, Instruction & Education Management, Egerton University, Njoro, P.O. Box 536-20115 Egerton, Kenya
eaching practice is a key component of the undergraduate teacher training programme. It is during this period that the student teacher gets to translate the skills and theory learnt into reality through actual classroom teaching. Since the inception of the Bachelor of Education (Science), Bachelor of Education (Arts) and Bachelor of Science (Agriculture Education) programmes at Egerton University, the teacher trainees have always proceeded for teaching practice at the end of their third year of training. Although research on teaching practice in Egerton University has been done, there is need to replicate and investigate the current state of the perceptions of student teachers towards teaching practice assessment. It was with this in mind that the study was undertaken. The study investigated the student teachers’ perceptions of teaching practice assessment. Three teaching practice zones namely; Kericho/Bomet, Uasingishu,/Keiyo and Nyeri/Kirinyaga were randomly selected. From the zones 68 students were selected using stratified random sampling technique based on gender and subject area specialization. The study adopted descriptive survey research design and it used a questionnaire which had a reliability coefficient alpha of 0.906 to collect data. The collected data was analyzed using both descriptive and inferential statistics. The results showed that the student teachers’ perceptions towards teaching practice assessment were favorable. The findings also indicated that there were no statistically significant differences in their perceptions by area of specialization. However there was a statistically significant difference in perceptions of teaching practice between male and female student-teachers at alpha level of 0.05. The findings may be used to enhance teaching practice assessment.
Student Teachers’ Perceptions of Teaching Practice Assessment in Egerton University, Kenya, Education Journal.
Vol. 2, No. 4,
2013, pp. 169-175.
Abo Nimreh, M. 2003. Problems Facing Students in the Educational College (ANRAWA-Amman) enrolled in the Practicum. Student Teachers Journal,182,69-85
Al-magableh,A.M.F 2010. An Evaluation of English Practicum at Yormuk University from Cooperative Teachers and Student- Teachers Perspectives. International Journal of Language Studies(IJLS), vol.4(4),263-300
Almageedi, H. 1988. An Evaluation of the Practicum in College of Education at King Faisal University. Journal of Arab University Union, 33,169-222.
Almikhalafi, M. 2005. A Suggested Programme for Developing Practicum in the School of Education at Ebb University. University Researcher, 8,133-154
Alnaji, H. 2000. An Evaluation of Pre-service Practicum at Mu’tah University from Graduates Perspectives. Mu’tah for Studies and Research,15 (3),179-205
Alsa’eed, S. 2006. Practicum and Preparing Future Teachers. Studies in Curriculum and Instruction, 114,195-239.
Alsaid,M. 2001. Efficiency of a Suggested Program for Developing Art Education Student- Teachers’ Critical Thinking and its Influence on the Outcomes of the Teaching Process. Studies in Curricula and Instruction,71,83-221
Bhargara A. & Pathy M. 2011. Perception of Students Teachers about Teaching Competencies. American International Journal of Contemporary Research vol. 1(1) 77-81
Bishir, Y. 2005. A Suggested Educational Perspective for Teacher Education and Development in the School of Education at University of Ebb. University Researcher, 8,93-124
Chen, J. & Mu, Z. 2010. The Cross-National Comparison of Pre-service Mathematics Teacher Education and Curriculum Structure. Journal of Mathematics Education vol. 3(1) 119-136.
Chireshe, R. & Chireshe, E 2010. Student Teachers Perception of Teaching Practice Assessment. South African Journal of Mathematics Education Vol. 3(1) 119-136.
Diab,T. 1999. Student- Teachers Attitudes Towards Practicum at Jordan University: An Evaluative Study. Divvasat, Education Sciences, 26(1), 142-164
Hamdan,M& Jahjooh A.Y.2006. A Suggested Model for Developing Practicum for Students of Primary Cycle Department in the School of Education at Alagsa University. Studies in Curricula and Instruction, 114,195-239.
Hornby, A.S (Ed.). 2006. Oxford Advanced Learner’s Dictionary International Students Edition (7th ed). London: Oxford University Press
Husen, T & Postlethwaite, T.N. 1991. Cognitive Styles. In The international encyclopedia of education vol.2 pp. 868-871 New York pergamon press.
Idris, N., Cheong, L. S., Nor, M. M., Razak, A. Z. A., & Saad, R. M. 2006. The Professional Preparation of Malaysia Teachers in the Implementation of Teaching and Learning Mathematics and Science in English. Eurasia Journal of Mathematics, Science and Technology Education 3 (2): 101-110
Jahin & Alexander 2006. Saudi EFL Student Teachers’ Beliefs about Language Learning: The Impact of a Pre-service Teacher Education Programme. Studies in Curriculum and Instruction, 110, 1-30.
Khasawneh, M. 2002. Efficiency of Maths Cooperative Teacher in Developing Student Teachers Performance. Mu’tah for Studies and Research, 17(5):113-138.
Qazi W., Rawat K.J., Sharjee M. Y., Devi M. S. 2008. Teacher Perception about Implementation Strategy of B.Ed Teaching Practice in Real School. The S.U. Journal of Education. Vol. XXXVIII, 2008-09, Pp. 54-76
Wachanga S. W., Keraro F. N. & Githua B. N. 2001. Towards the Improvement of Teaching Practice: The Role of Practice Schools and University Supervisors from Students’ Perspectives. Journal of Education and Human Recourses 1 (1): 90-104
Wilson, S. M., Floden R. E. & Ferrini-Mundy J. 2001 Teacher Preparation Research: Current Knowledge, Gaps, And Recommendations center For the Study of Teaching and Policy University of Washington