TITLE:
Do the Challenges Perceived by Pre-Service Teachers Predict the Effectiveness of Their Teaching Practice?
AUTHORS:
Onalenna Lebala, Som Pal Baliyan, Pritika Singh Baliyan
KEYWORDS:
Challenges, Effectiveness, Experiential Learning Theory, Pre-Service Teach-ers, Teaching Practice
JOURNAL NAME:
Creative Education,
Vol.15 No.2,
February
29,
2024
ABSTRACT: This quantitative study analyzed the effectiveness and challenges in
teaching practice as perceived by the undergraduate pre-service teachers.
Adopting a descriptive and correlational survey research design, a
questionnaire was used for data collection from all the undergraduate student
(n = 23) enrolled for teaching
practice at the Botswana University of Agriculture and Natural Resources,
Botswana. Data were analysed
through the statistical tools of a One sample t-test, Independent sample t-test
and Regression analysis. Findings revealed that the teaching practice was
effective and neither gender nor age differences were determined in the
teaching practice effectiveness. Ranking of the challenges in teaching practice
revealed five challenges: insufficient time for teaching practice, lack of teaching
aids/material, unconducive environment at host schools, undisciplined behaviors
of students and poor alignment between teaching practice period and the host
school calendar. Further, neither gender nor age differences were determined in
the challenges faced by the pre-service teachers. Insufficient time for
teaching practice, unconducive school environment and unfair allocation of host
schools were determined three challenges as predictors of teaching practice
effectiveness. Thus, the teaching practice effectiveness can be improved if the
pre-service teachers are provided with sufficient time for teaching practice,
conducive school environment and a fair allocation and placement mechanism of
the host schools.