Preparation and Management of Teaching Practice Process at University of Nairobi, Kenya: Appropriateness of Methods and Resources
Keywords:
Assessment methods, Debriefing, Teaching practice, Teacher trainee, Teaching/Learning resourcesAbstract
Preparation and management of teaching practice allows for
adequate allocation of resources and effective utilization of instructional
strategies that permit teacher trainees to adjust to varying situational
demands of learning tasks. Teacher trainees with adequate preparation
to work facilitate learning process and guide learners in discerning
appropriate application of knowledge, skills and attitudes for
professional competency. In addition, effective teaching practice begins
with authentic preparation through; identifying teaching practice
school, attending to briefing prior to posting for teaching practice,
gathering teaching practice preparation materials, preparing teaching
learning resources and identifying appropriate assessment methods.
However, proficiency in preparation and management of teaching
practice are among weak areas of professional development in
universities in Kenya. If combined with failure in identifying
appropriate teaching practice schools, inadequate resources and
inefficient class management skills, teaching practice may result in
detrimental instructional organization with little concern over learners’
needs. This study determined preparation and management of teaching
practice process at the University of Nairobi. Anchored on descriptive
survey design, the study targeted 68 trainee teachers on teaching
practice from 17 Counties sampled randomly. The study used
questionnaires and interview schedules to collect data from trainee
teachers. For data analysis, the study relied on descriptive and
inferential statistics, with data presented using tables and graphs. The
results indicated that teacher trainees are adequately prepared for
teaching practice. Recommendations advocate for teacher educators to
examine relevant preparation strategies and adjustment to ensure that
teaching practice is appropriately managed to achieve professional
development. Further, Universities and government should create
suitable, dependable, diversified and sustainable mechanisms for
financing teaching practice exercise.
https://doi.org/10.26803/ijlter.17.8.7
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