Assessment of Student Teachers’ Perceptions on the Effectiveness of Teaching Practice in Selected Host Secondary Schools in Rombo District, Tanzania.

Saguti, Mwajuma Rajabu (2025) Assessment of Student Teachers’ Perceptions on the Effectiveness of Teaching Practice in Selected Host Secondary Schools in Rombo District, Tanzania. Masters thesis, The Open University of Tanzania.

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Abstract

This study examined student teachers' perceptions of the effectiveness of teaching practice in secondary schools in Rombo District, Tanzania. It aimed to address three key research questions: examining student teachers' views on feedback from tutors, exploring the professional support provided by in-service teachers, and identifying challenges faced by student teachers during teaching practice. A convergent design with a mixed-methods approach was employed, utilising purposive and stratified random sampling to select 170 participants, including 140 student teachers, 15 school heads, and 15 academic teachers. Data collection methods included questionnaires and semi-structured interviews. Findings revealed that student teachers regarded feedback from tutors as instrumental in developing their professional competencies, with constructive criticism and guidance helping to enhance their teaching skills. The study found that in-service teachers significantly support student teachers by providing practical insights, strategies, and mentorship that enhance skill development. However, challenges such as accommodation issues, limited time, inadequate supervision, and poor program planning negatively impact the teaching practice. The study highlights the importance of feedback from lecturers and mentorship from in-service teachers in developing student teachers' professional skills. However, it notes that logistical issues, insufficient supervision, and poor program planning significantly hinder the effectiveness of teaching practice. Keywords: Teaching Practice, Student Teachers, Perceptions, Teachers, Supervision

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