There are a lot of challenges facing the student teachers during their professional teaching practice. Some of these problems according to Griofa and Ruairc (2013) include:
- School placement
- Resources
- Learner discipline and classroom management
- Supervision and support
School placement
School placement is a critical part of Initial Teacher Education (ITE) and is designed to give student teachers an opportunity to learn about teaching and learning, to gain practice and experience in teaching, to apply educational theory in a variety of teaching and learning situations and school contexts and to participate in school life in a way that is structured and supported (Griofa & Ruairc, 2013).
Student teachers are expected to undertake and observe a wide range of teaching and non-teaching activities, thereby developing an appreciation of the intricacy of teaching and the variety of roles undertaken. School placement facilitates the development of the student teacher’s capacity for self-reflection, often in conversations with supervisors, mentor teachers, lecturers, teaching practice administrators and tutors, and affords the student teacher valuable opportunities to seek and receive advice in an atmosphere of support. For students looking for additional support in enhancing their academic performance or receiving essay proofreading service during this phase, platforms like https://myassignmenthelp.com/essay-editing-service.html can be invaluable in providing professional essay editing services. Various institutions of Higher Learning have different structural arrangements and administration towards teaching practice placement (Griofa & Ruairc, 2013).
According to Griofa and Ruairc (2013), during school placement, student teachers are mandatory to develop a range of knowledge, skills, competences and professional dispositions which are critical to their professional identity. Parallel growth within individuals and personal identity is enhanced as student journey through the learning-to-teach process. It is through school placement that Higher Education Institutions (HEIs) and schools identify student teachers who are most suited to and competent in teaching
While HEIs set up the opportunities and the support mechanisms, the student teachers themselves took ownership of the activities, making their own arrangements for visits and lessons (Neal, 2011). Whilst at school, student teachers face various challenges ranging from professional relations, unfriendliness, isolation, unfriendly staff room settings and conflicting teaching philosophies. If not addressed properly, these could impact negatively on the student teachers’ self-image and confidence and result in a high level of unproductivity. School based mentors need to ensure that student teachers are supported during their work integrated learning, Student teachers require an opportunity of personal growth. This is enhanced when they take full responsibility of classrooms, learner discipline, curricula as well as extra-curricular activities.
Resources
Resources are vital to facilitate effective teaching and learning in schools. In the absence of resources, or lack thereof, students get frustrated and this makes their teaching practice a difficult task. There are still schools in with no libraries and a huge shortage of textbooks. There are still schools where learners who still share textbooks in class. This is challenging for student teachers as it draws on issues of classroom management and control as well as learner discipline (Marais & Meier, 2004)
Learner discipline and classroom management
Discipline is a challenge in most schools and it appears that there are no effective disciplinary measures taken against delinquency and transgressions. In schools such as this, student teachers find it difficult to manage and control the class. In certain instances, learners know that student teachers are only at the school for teaching practice and as such cannot exert any authority towards them.
Schools need to assist student teachers to establish a system that creates better prospects for learning, a system where learners recognise themselves as beneficiaries of classroom discipline rather than its victims. This requires that discipline in schools be approached thoughtfully and systematically, with the aim of identifying and pre-empting or removing potential causes. Schools need to have proper measures in place to curb minor disciplinary matters before they become major (Salsbury & Schoenfeldt, 2008).
Supervision and support
The supervision process during teaching practice aims to promote good practice among students in classrooms and to affirm and acknowledge best practices. It seeks to improve the quality of teaching offered by students and it promotes self-reflection and continuous improvement in the development of pedagogic skills among students. It also allows students to get support from experienced professionals and practitioners.
HEIs undertake the supervision of students during teaching practice periods. In certain institutions, relevant and appropriately qualified external service providers also conduct supervision duties. Personnel appointed for supervisory positions usually have the requisite knowledge and experience of pedagogical practices that enable them to make informed and objective judgements on the teaching and learning observed in classrooms. These supervisors are constantly trained to ensure that they are in line with current trends in the curriculum as well as programme and module requirements (Kiggundu & Nayimuli 2009).
The supervision process is conducted in an atmosphere of trust and respect. Supervisors, lecturers and tutors are expected to respect students and to engage with them constructively and adopt a professional and supportive role in the interactions with students. Supervisors are provided with lists of student teachers to visit and support, and proper and clear communication is required in order to make the assessment visits a success. During the school visits, supervisors give student teachers written and oral feedback. Improvements are commended, shortcomings highlighted and suggestions made on how to, for example, overcome anxiety, use non-verbal language to enhance their teaching and learning activities, and how to apply a variety of strategies to improve their teaching. School-based mentors also observe the students’ progress, behaviour and attitude at school, and assess the student teachers’ practical teaching and learning activities according to specific guidelines given by course coordinators (Kiggundu & Nayimuli, 2009).
According to Atanda (2013), school based mentors are appointed at school level for every student. These are qualified and experienced classroom teachers who assume multi-faceted roles of support toward the students to ensure that work integrated learning is achieved and make students feel they part of the school. Students should at the end of their teaching practice duration be motivated to take up the teaching profession because of the constant guidance they receive from their mentors. School based mentors are expected to inspire student teachers and help them translate the theory they learn into practice. They need to serve as role models.
Some students experience various challenges with school based mentors who are negative towards students. These mentors do not provide students with relevant opportunities for growth and choose to exploit and abuse them by imposing exorbitant demands and unrealistic expectations in terms of workload. Some mentors exhibit unprofessional conduct and engage in unprofessional acts like absenting themselves from duty or reporting late. This is in contrast with mentors roles and responsibilities whereby a mentor would be required to guide and lead the student teacher all the way, advising on shortcomings, appraising on strength and encouraging until the student teacher is able to present lessons effectively.
Despite the enriching experiences during teaching practice, student teachers also experience challenges which in a way can hamper their ability to derive maximum benefit from the exercise. For instance, Hanipah (2014) stated that lack of instructional materials hinders student teachers in the school to effectively carry out their duties of teaching effectively. This problem has made many of the student teachers to result to a teaching method that is based mainly on theoretical approach to learning hereby making it difficult for students to recall what they have been taught.
Kabilan and Izzaham (2008) stated that limited number of classrooms in makes the work of the student teachers difficult due to the fact that too many students are cramped into the limited number of classes thereby making students to learn in a very poor learning condition which make assimilation difficult for the students. They also noted that lack of good functional library in make it difficult for student teachers to acquire textbooks they need in preparing for their lesson as a result lead to inefficiently in carrying out their duties.
In the opinion of Davis and Hall (2013) noted that the inability of the student teachers to fit into their new environment due to strained professional relations, unfriendliness, isolation, unfriendly staff room setting and conflicting teaching philosophies in the school impact negatively on the student teachers’ self-image and confidence and result in a high level of unproductively since they consider the school to be an unfriendly environment.
References
Atanda, A. I. (2013). Towards effective school: The emerging role of classroom teachers. Botswana: University of Botswana.
Davis,J. & Hall, J. (2003). Building reciprocal relationships in the student teaching practicum. The Education Specialist, 19(1), 1-33.
Griofa, M.O. & Ruairc, T.O. ( 2013). Guidelines on School Placement. The Teaching Council. Retrieved on 12th, January, 2016 from http://www.aahe.org/tech-nology/ehrmann.htm
Hanipah, H. (2014). Learning to be Reflective: From Theory to Practices Malaysia Experiences. Tanjong Malim: Universiti Pendidikan Sultan Idris Press.
Kabilan, M.K. & Izzaham, R.I.R. (2008). Challenges faced and the strategies adopted by a Malaysian English language teacher during teaching practice. English Language Teaching, 1(1), 87-95.
Kiggundu, E. & Nayimuli, S. (2009). Teaching practice: A make or break phase for student teachers. South African Journal Education, 29(3), 345-358.
Marais, P. & Meier, C. (2014). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220-233.
Neal, I. (2011). Preparing Student Teachers for Teaching Practice: Early Placements in Initial Teacher Education. Retrieved on 12th January, 2017 from www.educatiojtoday.net/neal/preptp.pdf
Salsbury, D.E. & Schoenfeldt, M. (2008). Lesson Planning: A Research-Based Model for K-12 Classrooms. Alexandria, VA: Prentice Hall.
