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.
| Published in | Education Journal (Volume 2, Issue 4) |
| DOI | 10.11648/j.edu.20130204.20 |
| Page(s) | 169-175 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Student Teacher, Perception, Teaching Practice Assessment, Egerton University
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APA Style
Patricia Wambugu, Anne Barmao, Joel Ng’eno. (2013). Student Teachers’ Perceptions of Teaching Practice Assessment in Egerton University, Kenya. Education Journal, 2(4), 169-175. https://doi.org/10.11648/j.edu.20130204.20
ACS Style
Patricia Wambugu; Anne Barmao; Joel Ng’eno. Student Teachers’ Perceptions of Teaching Practice Assessment in Egerton University, Kenya. Educ. J. 2013, 2(4), 169-175. doi: 10.11648/j.edu.20130204.20
AMA Style
Patricia Wambugu, Anne Barmao, Joel Ng’eno. Student Teachers’ Perceptions of Teaching Practice Assessment in Egerton University, Kenya. Educ J. 2013;2(4):169-175. doi: 10.11648/j.edu.20130204.20
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Download@article{10.11648/j.edu.20130204.20,
author = {Patricia Wambugu and Anne Barmao and Joel Ng’eno},
title = {Student Teachers’ Perceptions of Teaching Practice Assessment in Egerton University, Kenya},
journal = {Education Journal},
volume = {2},
number = {4},
pages = {169-175},
doi = {10.11648/j.edu.20130204.20},
url = {https://doi.org/10.11648/j.edu.20130204.20},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130204.20},
abstract = {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.},
year = {2013}
}
TY - JOUR T1 - Student Teachers’ Perceptions of Teaching Practice Assessment in Egerton University, Kenya AU - Patricia Wambugu AU - Anne Barmao AU - Joel Ng’eno Y1 - 2013/08/10 PY - 2013 N1 - https://doi.org/10.11648/j.edu.20130204.20 DO - 10.11648/j.edu.20130204.20 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 169 EP - 175 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20130204.20 AB - 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. VL - 2 IS - 4 ER -
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