Do the Challenges Perceived by Pre-Service Teachers Predict the Effectiveness of Their Teaching Practice? — Oak Academic Publishing
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Do the Challenges Perceived by Pre-Service Teachers Predict the Effectiveness of Their Teaching Practice?
Department of Agricultural Education, Extension and Rural Development, Faculty of Agri-Business, Education and Exten-sion, Botswana University of Agriculture and Natural Resources, Gaborone, Botswana
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Department of Agricultural Education, Extension and Rural Development, Faculty of Agri-Business, Education and Exten-sion, Botswana University of Agriculture and Natural Resources, Gaborone, Botswana
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Department of Accounting and Finance, Faculty of Business, University of Botswana, Gaborone, Botswana
1 Department of Agricultural Education, Extension and Rural Development, Faculty of Agri-Business, Education and Exten-sion, Botswana University of Agriculture and Natural Resources, Gaborone, Botswana
2 Department of Agricultural Education, Extension and Rural Development, Faculty of Agri-Business, Education and Exten-sion, Botswana University of Agriculture and Natural Resources, Gaborone, Botswana
3 Department of Accounting and Finance, Faculty of Business, University of Botswana, Gaborone, Botswana
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.
KeywordsChallengesEffectivenessExperiential Learning TheoryPre-Service Teach-ersTeaching Practice
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