The quality of teaching practice supervision and assessment of science student teachers at the Bindura University of Science Education (BUSE)
MetadataShow full item record
Teaching practice (TP) is one of the most important components of all teacher education programmes such that the supervision and assessment of student teachers during this period should not be left to chance. This study sought to explore how former student teachers (2006-2009) were supervised and assessed while on attachment at different schools where lecturers would contribute toward the success or failure of the whole exercise. The different purposively sampled participants (students and lecturers) enabled data triangulation to enhance its credibility, trustworthiness and dependability. Analysis of themes that were formed from coded data, collected through a self-administered questionnaire with open-ended questions, participant observation and in-depth interviews. The former student teachers viewed TP as a good and constructive learning enterprise. Lecturers used mitigating measures to assess students during this period of the near economic collapse in Zimbabwe, which were sometimes not favourable to student teachers. The quality of the graduate teacher could be enhanced through supervision of student teachers by subject specialists and prolonging the teaching practice duration. An investigation into mentors, students and lecturers’ relationships could also be done in order to understand their perceptions with regards to their relationships and how this impacts on student teachers’ learning experiences during TP.