Exploring Student Teachers’ Perspectives of School Administrators Support during School Practice in Uganda
Abstract
This study investigates the collaborative potential between universities and schools in enhancing teacher training, focusing specifically on student teachers’ perceptions of support from school managers during school practice (SP). The purpose of this research was to assess how various forms of support from school managers impact student teachers’ experiences and perceptions during practical training. Utilizing a qualitative case study design, the research involved a sample of 24 student teachers in the third and final year of study. Data collection tools included semi-structured interviews and focus group discussions, which provided in-depth insights into the participants’ experiences. Thematic analysis of the data revealed that student teachers perceived significant support from school managers in areas such as induction processes, equitable load distribution, managerial guidance, professional development opportunities, and motivational practices. However, a notable concern emerged regarding the negative perceptions arising from the absence of practising teachers during SP. The findings suggest that while overall support from school managers was viewed positively, there are areas for improvement. The study recommends that universities should actively strengthen collaboration with placement schools by establishing formal partnerships, thereby enhancing the support system for student teachers during school practice experiences
Downloads
References
Abongdia, J. A., Adu, E. O., & Foncha, J. W. (2015). Pre-service Teachers' Challenges during Teaching Practice in One University in the Eastern Cape, South Africa. International Journal of Educational Sciences, 11(1), 50–56. https://doi.org/10.1080/09751122.2015.11890374
Apolot, H. M., Komakech, R. A., Kamanyire, V., & Otaala, J. (2018). School practice Supervision and performance of student teachers in higher institutions of learning in Uganda: Empirical evidence from Kyambogo University and Ndejje University. Journal Of Education & Entrepreneurship (Online) Vol. 5, N0.2, 16–35, 2018
Bertalaffyin, L.V., (1968). Systems Inquiry and its Application in Education.
Broadley, S. E (2011). New frontiers or old certainties: the pre-service teacher internship. 1–12
Byrd, D., & Fogleman, J. A. Y. (2012). The role of supervision in Teacher Education.191–192.
Chimhenga, S. (2017). The Student Teachers' Perceptions On Teaching Practice Supervision In Zimbabwe: Is It A Process of Grading Or Improvement Of Teaching Skills? International Journal of Scientific & Technology Research, 6(07), 1– 5. Retrieved from http://www.ijstr.org/final-print/july2017/
Darling-Hammond, L. (2020). The right to learn: A blueprint for creating schools that work. Jossey-Bass.
Germain, T. A. (2015). Applying Systems Theory as a Lens on Teacher and Student Perceptions of Assessment and Feedback in an Intensive English Program. MA TESOL Collection. 708. https://digitalcollections.sit.edu/ipp_collection/708
Jones, B. R. C. (2019). University Supervisor: A student teacher's best friend. 44(7), 433–436.
Kagoda & Sentongo. (2015). Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education. Universal Journal of Educational Research, 3(2), 148–153. https://doi.org/10.13189/ujer.2015.030211
Kagoda, A. M., & Itaaga, N. (2013).A Survey of Teacher Trainees' Expectations, Experiences and Assessment in Uganda. Journal of Educational and Social Research, 3(August), 43– 52. https://doi.org/10.5901/jesr.2013.v3n5p43
Komakech, R.A., & Osuu, J.R., (2014). Uganda SESEMAT Programme: Impact and Challenges in its Implementations. International Journal of Education and Research, 2(6): 133-146.
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, pp. 5, 76–85.
Luckmann, T., and Berger, P. L. (2011). The Social Construction of Reality: A Treatise in the Sociology of Knowledge. Open Road Media.
Makaaru A. J, Nick T, Broadbent, E. C. O. (2019). Secondary Education in Sub-Saharan Africa Teacher Preparation and Support Case study: Uganda. (March).
Mannathoko, G. (2015). Challenges of teaching creative and performing arts in Botswana: A focus on student teachers' experiences. International Journal of Educational Sciences, 9(1), 31- 39. https://doi.org/10.1080/09751122.2015.11890200
Mapolisa, T., & Tshabalala, T. (2014). Experiences during Teaching Practice: Perspectives of Zimbabwean Primary School Student Teachers. Journal of Educational Research and Studies, 2(2), 16– 23. Retrieved from https://www.researchgate.net/publication/302062569
Meadows, D. H. (2008). Thinking in Systems: A Primer. White River Junction, VT: Chelsea Green Publishing Company
Ministry of Education and Sport [MoES] (2013). Teacher issues in Uganda: A diagnosis for a shared vision and the designing of a feasible, indigenous and effective teachers’ policy. MoES.
MoES. (2014). Guidelines for school practice and supervision. Ministry of Education and Sports, Uganda.
Midthassel, U. V. (2017). The role of social interactions in teacher education: Perspectives from student teachers and school mentors. Scandinavian Journal of Educational Research, 61(3), 276- 290. https://doi.org/10.1080/00313831.2016.1168132
Muzata, K. K. (2019). Collaborative Responsibility in Teacher Preparation: Student Teachers' Perceptions of the Role of Schools in Their Professional Development in Zambia. (December 2018). https://doi.org/10.4236/oalib.1104982
Perry, B., Dockett, S., Kember, T., & Kuschert, K. (1999). Collaboration between Schools and Universities in Early Childhood Teacher Education. Teaching in Higher Education, 4(3), 383– 396. https://doi.org/10.1080/1356251990040306
Portelance, L., & Caron, J. (2016). Collaboration through knowledge sharing between cooperating teachers and university supervisors. 26(1), 36–51.
Purdy, J. (2018). Connections and Collaboration- Celebrate the Contributions of Barbara Gray Connections and Collaboration — Celebrate the Contributions of Barbara Gray. (January). https://doi.org/10.1111/ncmr.12118
Roche, G.R. (1979). Much do about mentors. Harvard Business Review, January/Feb (22), pp. 14–28.
Saban, A., & Çoklar, A. N. (2013). Pre-Service Teachers’ Opinions about the Micro-Teaching Method in Teaching Practice Classes. TOJET: The Turkish Online Journal of Educational Technology, 12(2).
Teitel, L. (2008). School/university collaboration: The power of transformative partnerships. Childhood education, 85(2), 75-80.
Tuyizere, P. (2018). Challenges Faced by Secondary School Teacher Trainees in Universities in Universities in Uganda. (February).
Universities and Other Tertiary Institutions (Quality Assurance) Regulations, 2008. Statutory Instruments. 2008, No. 34. NCHE.
Copyright (c) 2024 Musiimenta Annet, Wilson Eduan, PhD, Mary Ocheng Kagoire, PhD
This work is licensed under a Creative Commons Attribution 4.0 International License.
