Observations on teaching practices based among UDOM student teachers: experiences and way forward
| dc.contributor.author | Nemes, Joyce | |
| dc.date.accessioned | 2021-05-07T06:55:22Z | |
| dc.date.available | 2021-05-07T06:55:22Z | |
| dc.date.issued | 2019 | |
| dc.description | Full text article | en_US |
| dc.description.abstract | This paper reports the findings of a study that was conducted in Moshi Urban secondary schools in Kilimanjaro Region, Tanzania. The study observed the student-teachers from the University of Dodoma (UDOM) during their 2017/2018 Teaching Practice (TP) to establish their common mistakes during classroom teaching, determine reasons behind such teaching mistakes and suggest possible solutions to improve the preparation of teachers as well as teaching and learning practices. In all, 69 undergraduate student-teachers took part in the study. The data were collected using observations, interviews, and documentary review. The study found that many student-teachers received good comments for lesson development but not necessarily for many practical aspects. The study found that 50 (72.4%) were advised to improve their delivery of new knowledge, 18 (26.1%) to call students by name, 10(14.5) to call on those sitting at the back when asking questions, 16 (23.1%) to prepare a place where to hang teaching aids instead of using students as props, 15 (21.7%) to prepare teaching aids, 10 (14.4%) to select appropriate colours and 12 (17.3%) to use bigger and more visible teaching aids. The study established that poor preparation and fear contributed to their making mistakes. The student-teachers insisted on establishing moderation schools and using schools near the University for practising what they learn in class prior to TP to banish fear and panic in addition to building teaching confidence. | en_US |
| dc.identifier.citation | Nemes, J. (2019). Observations on teaching practices based among UDOM student teachers: experiences and way forward. In the proceeding of the 1st International Conference on Innovative Education and Policy Reforms for Industrial Economy in Africa (ICIEPRIEA), (pp 352-369). The University of Dodoma, Tanzania. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12661/2987 | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Dodoma | en_US |
| dc.subject | Teaching practice | en_US |
| dc.subject | Undergraduate students teachers | en_US |
| dc.subject | Classroom teaching | en_US |
| dc.subject | Teaching mistakes | en_US |
| dc.subject | Learning practices | en_US |
| dc.subject | University of Dodoma | en_US |
| dc.subject | UDOM | en_US |
| dc.subject | Moshi urban | en_US |
| dc.subject | Kilimanjaro | en_US |
| dc.subject | Tanzania | en_US |
| dc.subject | UDOM student teachers | en_US |
| dc.title | Observations on teaching practices based among UDOM student teachers: experiences and way forward | en_US |
| dc.title.alternative | In the proceeding of the 1st International Conference on Innovative Education and Policy Reforms for Industrial Economy in Africa (ICIEPRIEA) | en_US |
| dc.type | Conference Proceedings | en_US |