Views from below: students’ perceptions of teaching practice evaluations and stakeholder roles
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Date
2013
Authors
Sosibo, Lungi
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
Interest in teaching practice as an essential component of teacher education is growing.
In spite of this, there is a dearth of research investigating students’ perceptions of
teaching practice evaluations from them as beneficiaries. This qualitative study
examines students’ perceptions of teaching practice evaluations administered by
means of observations and criteria-based forms from a systems theory approach,
with a view to establishing how effectively all aspects of support, structure and
teaching practice evaluation interact and contribute to the development of new
teachers. The sample was drawn from one of three campuses that offer the teacher
education programme. Data was gathered from 12 focus groups of 57 students
using in-depth, semi-structured, open-ended interviews. Results revealed that,
although students generally found teaching practice evaluations meaningful, several
systemic factors mitigated against their growth and development. Recommendations
included strengthening partnerships between schools and university and among
all stakeholders; development of a teaching practice theoretical framework and
alignment of teaching practice in the campuses that offer the teacher education
programme, and developing teaching practice frameworks and structures that could
offer students meaningful learning experiences while they are in the schools.
Description
Keywords
Teacher education, Teaching practice, Collaboration, Stakeholders, Support, Evaluations
Citation
Sosibo, L. (2013). Views from below: students' perceptions of teaching practice evaluations and stakeholder roles. Perspectives in Education, 31(4), 141-154.