The process teaching activities of student teachers involve the application and understanding of concepts associated with teaching and learning and how to use these concepts in actual classroom teaching. Based on this, Isaac (2012) stated that the adequate attentions should be paid to the likely issues of student teachers during the curriculum design and training process of student teachers geared towards possible methods to remedy the issues facing them in actual practice which should include:
- Problem based training: Assignments that involve complex classroom scenarios.
- Student learning organized around self-directed work: This relates to making students responsible for their learning regarding a particular problem.
- Concept maps: A concept map helps to integrate new knowledge with prior knowledge by creating a knowledge graphs that depicts networks of concepts
- Reflective practice: A kind of practice that develops through personal reflection on one’s own practice, as well as guided reflection, where peers and others share in the reflection process.
- Group discussion: This enhances skill acquisition in decision making and problem solving, critical and creative thinking processes as well as thoughtful application.
- Support and demonstrations by role models: This will help learners to apply various skills to a diversity of problems, use different educational strategies and provide meaningful learning experiences in which learners can correlate theory and practice.
Also Atanda (2013) stated that the teaching practice curriculum should therefore include every possible requirement to enhance professional and personal growth of student teachers in becoming motivated, enthusiastic and independent teachers. Theory–practice integration can be facilitated if joint planning is implemented regarding curricula, teaching methods, and assessment criteria, and the different roles of educators and student teachers should be clarified (Isaac 2012).
References
Atanda, A. I. (2013). Towards effective school: The emerging role of classroom teachers. Botswana: University of Botswana.
Isaac, S. (2012). Correlation of Theory and Practice. Sree Abirami College of Nursing, Coimbatore: India.
