Author Identifiers

Hawa M Mpate
ORCID: 0000‐0002‐5938‐0920

Date of Award

2020

Degree Type

Thesis

Degree Name

Doctor of Philosophy

School

School of Education

First Advisor

Professor Glenda Campbell-Evans

Second Advisor

Professor Jan Gray

Field of Research Code

1303, 130313

Abstract

Worldwide, it is acknowledged that of all the educational resources, quality teachers are a vital component of students’ achievement. However, in Tanzania, despite various efforts to improve the quality of teacher preparation, there has been ongoing concern that teachers’ knowledge and skills at the various levels of education are not satisfactory, and this has contributed to the poor quality of education.

Since quality teacher preparation is identified as critical in preparing qualified teachers, and they help to improve the quality of education, this study examines teachers’ preparation during teaching practice in a Diploma Teacher Education college in Tanzania. Specifically, the study explores stakeholders’ roles in shaping pre-service teachers’ experience of their teaching practice. Guided by a constructivist theory of learning, this study deploys a qualitative research approach informed by an interpretive paradigm. Through a multiple case study design, a sample of eighteen participants was drawn from a population of mentor teachers, supervisors, preservice teachers and Heads of Schools. This sample represents the key roles in the triad relationship evident in pre-service teachers’ experience of teaching practice, between, college supervisors, school mentor teachers and pre-service teachers. Data were collected through interviews, focus group discussions, document analysis and observation.

The collected data and findings reveal that some members of the triad do not explicitly understand their roles and the roles of each other, and that pre-service teachers are not sufficiently prepared during their coursework to effectively embark on their teaching practice. The study also reveals that during teaching practice, pre-service teachers’ experiences were negatively impacted by the absence of the triad relationship and, ineffectiveness of the support of some members of the triad group (i.e. mentor teachers and college supervisors). The study concludes that the absence of a triad relationship between mentor teachers, supervisors and pre-service teachers hinders pre-service teachers’ professional growth in teaching practice. Therefore, the study recommends that there should be purposeful efforts to strengthen triad relationships in order to enhance pre-service teachers’ learning in teaching practice.

Available for download on Wednesday, May 18, 2022

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