Rising the Curtain: Practicum Experience from Pre-Service Teachers' Lens in Tanzania

Abstract

The study aimed to ascertain pre-service teachers’ perceptions about their training programme while in school and their ability to apply the knowledge gained in teaching. Specifically, this study sought to answer three questions, i.e. how do pre-service teachers perceive their training programmes? What is the capacity of pre-service teacher in linking theory and practice in their teaching? And what are the potential challenges faced by pre-service teachers in the practicum? The study adopted a mixed-method approach guided by an explanatory case study design. The population of the study consisted of pre-service teachers, mentors and supervisors from the University of Dodoma. A simple random and purposive sampling procedure were employed to obtain a sample size of 20 participants, i.e. 15 pre-service teachers, three mentors and two supervisors. Data were collected using an interview guide, a reflective essay and an open-ended questionnaire. The data were analysed through thematic analysis and descriptive analysis. Research findings indicated that pre-service teachers felt that university courses did not prepare them enough to perform all teaching roles effectively. They also demonstrated low ability to apply the knowledge acquired into actual teaching, as most of them did not manage to put into practice the nitty-gritties of teaching effectiveness. The conclusions drawn from this research may be of benefit to teacher educators in their review of organisational processes and practices for pre-service teacher learning during their school experience. It is recommended that preparing teachers who are capable of applying evidence-based strategies in their practice, while constantly reflecting on their teaching, should be a priority on the teacher education agenda in Tanzania.