| dc.creator |
Ndunguru, Urlick |
|
| dc.date |
2019-08-30T11:24:38Z |
|
| dc.date |
2019-08-30T11:24:38Z |
|
| dc.date |
2013 |
|
| dc.date.accessioned |
2022-10-20T14:15:41Z |
|
| dc.date.available |
2022-10-20T14:15:41Z |
|
| dc.identifier |
Ndunguru, U. (2013). The contribution of teaching practice to teacher professional competence: the case of Morogoro and Klerruu teacher colleges. Dodoma: The University of Dodoma |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1323 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1323 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
This study intended to address the contribution of teaching practice on teacher
professional competence. The introduction of competence-based curriculum at all
levels in education system in Tanzania brought challenges to teachers who are the
major implementers of the new curriculum. Therefore the base of this study was on
the change of curriculum from teacher-centered to learner-centered in education
systems. Social constructivism theory developed by Vygotsky was used as
theoretical framework. While professional competence of teachers developed by
Selvi was used as conceptual framework to guide my study. However literatures
related with the concepts of teaching practice and teacher professional competence,
modes of teacher preparation and its development were reviewed.
This study is a case study in nature whereby qualitative methods and techniques were
used to collect data and some elements of quantitative techniques were employed
too. The study also adopted a descriptive technique in analyzing, presenting and
discussing data collected through interviews and focused group discussion. While
data collected by questionnaire were analyzed through (computer) SPSS software
version 16.
Findings revealed that, teaching practice enhances student teacher’s professional
skills in terms of pedagogical knowledge and subject-matter knowledge. Student
teachers at college level are seen as a group of students but through teaching practice
they are given an opportunity to demonstrate individual teaching competencies that
might not be seen during classroom session. Also the study revealed financial
inadequacy, shortage of teachers, absence of laboratories, lack of teaching and
learning materials and lack of accommodation to student teachers as challenges
facing the implementation of teaching practice.
Moreover, the study concludes that, for competence attainment at Diploma level in
Tanzania teaching practice should not be less than 16 weeks per programme with
respect to intensive supervision. This period is somehow adequate for student
teachers to practice their learned knowledge and show competencies on teaching
profession. |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Teaching practice |
|
| dc.subject |
Klerruu teachers college |
|
| dc.subject |
Morogoro teachers college |
|
| dc.subject |
Professional competence |
|
| dc.subject |
Teachers |
|
| dc.subject |
Tanzania |
|
| dc.subject |
Teaching profession |
|
| dc.subject |
Student teachers |
|
| dc.subject |
Teaching competencies |
|
| dc.subject |
Teachers curriculum |
|
| dc.title |
The contribution of teaching practice to teacher professional competence: the case of Morogoro and Klerruu teacher colleges |
|
| dc.type |
Dissertation |
|