The quality of teachers depends on the standard of teacher education. Every teacher training program should include teaching practice. The experiences that pre-service teachers face during supported teaching are what determine the caliber of training they get. The study aimed to identify pre-service teachers' experiences during supported teaching in schools. The study was carried out with pre-service teachers on a Bachelor of Education program at a Ghanaian College of Education. The study used a phenomenology design and a qualitative approach. Convenience sampling was used to select twenty (20) level 100 pre-service teachers comprising 12 males and 8 females. Data was gathered through in-depth, semi-structured interviews. Many of the experiences during supported teaching were related to classroom instruction. Participants also learned about inclusive pedagogy and became acquainted with the larger school community. Student-teachers also formed communities of practice and learned how to work together and share their experiences through peer collaboration. They also gained experience in teachers' professional characteristics and classroom management. Importantly, through supported teaching, they developed a positive perception of teaching as a profession. The study recommends that Colleges of Education should have a systematic mentoring program for mentors and students to use in supported teaching in schools. Mentors should get adequate training before student-teachers begin visiting partner schools.
| Published in | Teacher Education and Curriculum Studies (Volume 7, Issue 4) |
| DOI | 10.11648/j.tecs.20220704.15 |
| Page(s) | 140-149 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Supported Teaching in Schools, Teacher Education, Teaching Practice, Pre-Service Teachers
| [1] | Salter, P., Hill, A., Navin, F., & Knight, C. (2013). Wider Professional Experiences: The value of Preservice Teachers Learning in Wider Contexts. Australian Journal of Teacher Education, 38 (12). https://doi.org/10.14221/ajte.2013v38n12.2 |
| [2] | Bukari, M. M., & Kuyini, A. B. (2015). Exploring the role of mentoring in the quality of teacher training in Ghana. International Journal of Learning and Development, 5 (1), 46. https://doi.org/10.5296/ijld.v5i1.6822 |
| [3] | Barber, M. and Mourshed, M. (2007) How the world's best-performing school systems come out on top, McKinsey & Co. |
| [4] | USAID. (2011). First Principles: Designing Effective Pre-Service Teacher Education Programs Compendium. |
| [5] | Addo, A. O., Larbi, E., & Kuranchie, A. (2018). From theory to practice: Pre-service teachers’ experience. British Journal of Education, 6 (8), 1-14. |
| [6] | The Alberta Teachers’ Association. (2004). The program handbook: Mentoring beginning teachers. 1–78. |
| [7] | Crasborn, F. J. A. J., & Hennissen, P. P. M. (2010). The skilled mentor: mentor teachers' use and acquisition of supervisory skills. Eindhoven: Technische Universiteit Eindhoven. https://doi.org/10.6100/IR675808 |
| [8] | Nkambule, T., & Mukeredzi, T. G. (2017). Pre-service teachers’ professional learning experiences during rural teaching practice in Acornhoek, Mpumalanga Province. South African Journal of Education, 37 (3), 1-9. https://doi.org/10.15700/saje.v37n3a1371 |
| [9] | Orland-Barak, L., & Wang, J. (2020). Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform. Journal of Teacher Education, 72 (1), 86-99. https://doi.org/10.1177/0022487119894230 |
| [10] | Haciomeroglu, G. (2013). The field experiences of student teachers and effective mathematics teaching in Turkey. Australian Journal of Teacher Education, 38 (2). https://doi.org/10.14221/ajte.2013v38n2.5 |
| [11] | Gorgoretti, B., & Pilli, O. (2012). Pre-service Teachers’ Views on the Effectiveness of Teaching Practice Course. Procedia - Social and Behavioral Sciences, 47, 812–817. https://doi.org/10.1016/j.sbspro.2012.06.740 |
| [12] | Boyd, D. J., Grossman, P. L., Lankford, H. Loeb, S., & Wyckoff, J. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31 (4), 416-440. |
| [13] | Zeichner, K. (2002). Beyond traditional structures of student teaching. Teacher Education Quarterly, 29 (2), 59-64. |
| [14] | Heeralal, P. J., & Bayaga, A. (2011). Pre-Service Teachers’ Experiences of Teaching Practice: Case of South African University. J Soc Sci, 28 (2), 99-105. |
| [15] | Kang, H. (2020). The Role of Mentor Teacher–Mediated Experiences for Preservice Teachers. Journal of Teacher Education. https://doi.org/10.1177/0022487120930663 |
| [16] | Transforming Teacher Education and Learning [T-TEL] (January 2015). Mid-Inception Report. Government of Ghana/ Department for International Development. Accra. Retrieved from http://www.ttel.org/download/t-tel-mid-inceptionreport.html?file=files%2Fdocs%2FTTEL+Mid-Inception+Report+30012015.pdf |
| [17] | Armah, P. H. (2018). T-TEL Curriculum Reform Study Report. Greenfield Education Group, Accra. |
| [18] | NTECF (2017). The national teacher education curriculum framework: The essential elements of initial teacher education. Ministry of Education, Ghana. |
| [19] | Transforming Teacher Education and Learning [T-TEL]. (2018). T-TEL Professional Development Programme. Four-Year Bachelor of Education Degree Supported Teaching in School (School Placement handbook). ministry of education; Ghana. |
| [20] | Thaba-Nkadimene, K. L. (2017) University of Limpopo Student Teachers’ Experiences and Reflections During Teaching Practicum: An Experiential Learning Theory. International Journal of Educational Sciences 17: 1-3, pages 205-214. |
| [21] | Brown, J. S., A. Collins & P. Duguid. (1989). “Situated Cognition and the Culture of Learning” in Educational Researcher, Volume 18 (1), pp. 32-42. Doi: 10.3102/0013189X018001032. |
| [22] | Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press. |
| [23] | Besar, P. H. S. N. B. P. H. (2018). Situated Learning Theory: The Key to Effective Classroom Teaching? HONAI: International Journal for Educational, Social, Political & Cultural Studies, 1 (1), 49-60. |
| [24] | Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25 (4), 5–11. |
| [25] | Gawande, V., & Al-Senaidi, S. (2015). Situated Learning: Learning in a Contextual Environment. International Journal of Computing Academic Research (IJCAR), 4 (4), 207-213. |
| [26] | Lunce, L. M. (2006). Simulations: Bringing the benefits of situated learning to the traditional classroom. Journal of Applied Educational Technology, 3, 37-45. |
| [27] | Meyers, S., & Lester, D. (2013). The Effects of Situated Learning Through a Community Partnership in a Teacher Preparation Program. SAGE Open, 1-9. https://doi.org/10.1177/2158244013497025 |
| [28] | Ellis, V., & McNicholl, J. (2015). Transforming teacher education: Reconfiguring the academic work. London: Bloomsbury Publishing. |
| [29] | Payne, K. & Zeichner, K. (2017). Multiple voices and participants in teacher education. In The SAGE handbook of research on teacher education (Vol. 2, pp. 1101-1116). SAGE Publications Ltd, https://www.doi.org/10.4135/9781529716627 |
| [30] | Toom, A. (2017). Teachers' professional and pedagogical competencies: a complex divide between teacher work, teacher knowledge, and teacher education. In The SAGE handbook of research on teacher education (Vol. 2, pp. 803-819). SAGE Publications Ltd, https://www.doi.org/10.4135/9781529716627 |
| [31] | Blömeke, S. & Delaney, S. (2012). Assessment of teacher knowledge across countries: A review of the state of research. ZDM Mathematics Education, 44 (3), 223–247. https://doi.org/10.1007/s11858-012-0429-7 |
| [32] | Klaassen, C. (2002). Teacher pedagogical competence and sensibility. Teaching and Teacher Education, 18 (2), 151–158. |
| [33] | Pantic, N. & Wubbels, T. (2012). Competence-based teacher education: A change from Didaktik to curriculum culture? Journal of Curriculum Studies, 44 (1), 61–87. https://doi.org/10.1080/00220272.2011.620633 |
| [34] | Blömeke, S., Gustafsson, J., & Shavelson, R. J. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223 (1), 3–13. https://doi.org/10.1027/2151-2604/a000194 |
| [35] | Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57 (3), 300–314. DOI: 10.1177/0022487105285962. |
| [36] | Kereluik, K., Mishra, P., Fahnoe, C., & Terry, R. (2013). What knowledge is of most worth: Teacher knowledge for 21st-century learning. Journal of Digital Learning in Teacher Education, 29 (4), 127–140. |
| [37] | Schleicher, A. (Ed.) (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. OECD Publishing. https://www.oecd.org/site/eduistp2012/49850576.pdf |
| [38] | Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1–22. |
| [39] | Cuddapah, J. L., & Clayton, C. D. (2011). Using Wenger’s Communities of Practice to Explore a New Teacher Cohort. Journal of Teacher Education, 62 (1), 62 –75. https://doi.org/10.1177/0022487110377507 |
| [40] | Hankey, J. (2004). The Good, the Bad and Other Considerations: reflections on mentoring trainee teachers in post-compulsory education. Research in Post-Compulsory Education, 9 (3), 389-400. |
| [41] | Mpofu, J., & Chimhenga, S. (2016). The Importance of Mentoring: Findings from Students Doing Post Graduate Diploma in Education at Zimbabwe Open University, Bulawayo Region. IOSR Journal of Research & Method in Education (IOSR-JRME), 6 (3), 27-31. https://doi.org/10.9790/7388-0603012731 |
| [42] | Mukeredzi, T. G. (2016). The “Journey to Becoming” Pre-Service Teachers’ Experiences and Understandings of Rural School Practicum in a South African Context. Global Education Review, 3 (1), 88-107. |
| [43] | Ingersoll, R., & Kralik, J. M. (2004). The impact of men- toring on teacher retention: What the research says. Denver, CO: The Education Commission of the States. https://www.gse.upenn.edu/pdf/rmi/ECS-RMI-2004.pdf |
| [44] | van Ginkel, G., van Drie, J., & Verloop, N. (2018). Mentor teachers’ views of their mentees. Mentoring & Tutoring: Partnership in Learning, 26 (2), 122-147. https://doi.org/10.1080/13611267.2018.1472542 |
| [45] | Collins, A., Brown J. S., & Newman, S. E. (1989). Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics. In L. B. Resnick (Ed.), Knowing, Learning and Instruction, Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, N. J: Erlbaum & Associates. |
| [46] | Moore, R. (2003). Reexamining the field experiences of preservice teachers. Journal of Teacher Education, 54 (1), 31-42. |
| [47] | Smagorinsky, P., & Barnes, M. E. (2014). Revisiting and revising the apprenticeship of observation. Teacher Education Quarterly, 41 (4), 29–52. |
| [48] | Edmonds, W. & Kennedy, T. (2017). Phenomenological perspective. In An applied guide to research designs (pp. 168-176). SAGE Publications, Inc, https://ezproxy.uew.edu.gh:2312/10.4135/9781071802779 |
| [49] | Koopman, O. (2015). Phenomenology as a Potential Methodology for Subjective Knowing in Science Education Research. Indo-Pacific Journal of Phenomenology, 15 (1), 1–10. https://doi.org/10.1080/20797222.2015.1049898 |
| [50] | Starks, H., & Trinidad, S. B. (2007). Choose your method: A comparison of phenomenology, discourse analysis, and grounded theory. Qualitative Health Research, 17 (10), 1372–1380. https://doi.org/10.1177/1049732307307031 |
| [51] | Patton, C. M. (2020). Phenomenology for the Holistic Nurse Researcher: Underpinnings of Descriptive and Interpretive Traditions. Journal of Holistic Nursing, 38 (3), 278–286. https://doi.org/10.1177/0898010119882155 |
| [52] | Van Manen, M. (2017). Phenomenology in Its Original Sense. Qualitative Health Research, 27 (6), 810–825. https://doi.org/10.1177/1049732317699381 |
| [53] | Dorsah, P., & Okyer, M. (2020). Cultural Factors Affecting the Teaching and Learning of Some Science Concepts. European Journal of Education Studies, 7 (7), 107–130. https://doi.org/10.46827/ejes.v7i7.3159 |
| [54] | Darling-Hammond, L. (2018). ‘Teaching Is the Profession on Which All Other Professions Depend’: Linda Darling-Hammond on Transforming Education; Stanford University: Stanford, CA, USA, 2018. |
| [55] | OECD. (2009). Teaching Practices, Teachers' Beliefs, And Attitudes. Creating Effective Teaching and Learning Environments: First Results from TALIS (OECD). |
| [56] | Gudjonsdottir, H., & Óskarsdóttir, E. (2019). Inclusive education, pedagogy, and practice. University of Iceland, School of Education, https://www.academia.edu/31152455/inclusive_education_pedagogy_and_practice. |
| [57] | Florian, L., & Beaton, M. (2018). Inclusive pedagogy in action: Getting it right for every child. International Journal of Inclusive Education, 22 (8), 870–884. https://doi.org/10.1080/13603116.2017.1412513 |
| [58] | Florian, L. (2010). The concept of inclusive pedagogy. In F. Hallett & H. G. H. Fiona (Eds.), Transforming the role of the senco: achieving the national award for sen coordination, (pp. 61-72). Maidenhead: McGraw-Hill Education. |
| [59] | Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, MA: Harvard Business School Press. |
| [60] | Walker, R. J. (2008). 12 Characteristics of an Effective Teacher. NC: Lulu Publishing. |
| [61] | Lang, H. G., McKee, B. G., & Conner, K. (2013). Characteristics of effective teachers. American Annals of the Deaf, 138 (3), 252–259. https://doi.org/10.1016/j.sbspro.2014.03.305 |
| [62] | Mergler, A. G., & Spooner-Lane, R. (2012). What pre-service teachers need to know to be effective at values-based education. Australian Journal of Teacher Education, 37 (8), 66–81. https://doi.org/10.14221/ajte.2012v37n8.5 |
| [63] | Blake, A. L. (2017). How do we manage? Classroom management strategies for novice teachers in high-poverty urban schools. National Teacher Education Journal, 10, 13-19. |
| [64] | Jackson, N., & Miller, R. (2020). Teacher Candidates’ Sense of Self-Efficacy Toward Classroom Management. Journal of Education, 200 (3), 153–163. https://doi.org/10.1177/0022057419881169 |
| [65] | Melnick, S. A., & Meister, D. G. (2008). A comparison of beginning and experienced teachers’ concerns. Educational Research Quarterly, 31, 39-56. |
| [66] | Marzano, R. J., Marzano, J. S. & Pickering, D. J. (2003). Classroom Management That Works. Retrieved June 14, 2010, http://www.ascd.org/publications/books/103027.aspx |
| [67] | Postholm, M. B. (2013). Classroom Management: What does research tell us? European Educational Research Journal, 12 (3), 389–402. https://doi.org/10.2304/eerj.2013.12.3.389 |
| [68] | Şener, S. (2015). Examining Trainee Teachers’ Attitudes towards Teaching Profession: Çanakkale Onsekiz Mart University Case. Procedia - Social and Behavioral Sciences, 199 (1998), 571–580. https://doi.org/10.1016/j.sbspro.2015.07.550 |
| [69] | Morales Cortés, Y. A. (2016). Unveiling Pre-Service Teachers’ Attitudes Toward Teaching: The Role of Pedagogical Practicums. PROFILE Issues in Teachers’ Professional Development, 18 (2), 47. https://doi.org/10.15446/profile.v18n2.49591 |
APA Style
Philip Dorsah, Moses Abdullai Abukari, Thomas Nipielim Tindan, Barnabas A-Ingkonge. (2022). Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools. Teacher Education and Curriculum Studies, 7(4), 140-149. https://doi.org/10.11648/j.tecs.20220704.15
ACS Style
Philip Dorsah; Moses Abdullai Abukari; Thomas Nipielim Tindan; Barnabas A-Ingkonge. Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools. Teach. Educ. Curric. Stud. 2022, 7(4), 140-149. doi: 10.11648/j.tecs.20220704.15
AMA Style
Philip Dorsah, Moses Abdullai Abukari, Thomas Nipielim Tindan, Barnabas A-Ingkonge. Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools. Teach Educ Curric Stud. 2022;7(4):140-149. doi: 10.11648/j.tecs.20220704.15
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.tecs.20220704.15,
author = {Philip Dorsah and Moses Abdullai Abukari and Thomas Nipielim Tindan and Barnabas A-Ingkonge},
title = {Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools},
journal = {Teacher Education and Curriculum Studies},
volume = {7},
number = {4},
pages = {140-149},
doi = {10.11648/j.tecs.20220704.15},
url = {https://doi.org/10.11648/j.tecs.20220704.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20220704.15},
abstract = {The quality of teachers depends on the standard of teacher education. Every teacher training program should include teaching practice. The experiences that pre-service teachers face during supported teaching are what determine the caliber of training they get. The study aimed to identify pre-service teachers' experiences during supported teaching in schools. The study was carried out with pre-service teachers on a Bachelor of Education program at a Ghanaian College of Education. The study used a phenomenology design and a qualitative approach. Convenience sampling was used to select twenty (20) level 100 pre-service teachers comprising 12 males and 8 females. Data was gathered through in-depth, semi-structured interviews. Many of the experiences during supported teaching were related to classroom instruction. Participants also learned about inclusive pedagogy and became acquainted with the larger school community. Student-teachers also formed communities of practice and learned how to work together and share their experiences through peer collaboration. They also gained experience in teachers' professional characteristics and classroom management. Importantly, through supported teaching, they developed a positive perception of teaching as a profession. The study recommends that Colleges of Education should have a systematic mentoring program for mentors and students to use in supported teaching in schools. Mentors should get adequate training before student-teachers begin visiting partner schools.},
year = {2022}
}
TY - JOUR T1 - Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools AU - Philip Dorsah AU - Moses Abdullai Abukari AU - Thomas Nipielim Tindan AU - Barnabas A-Ingkonge Y1 - 2022/12/23 PY - 2022 N1 - https://doi.org/10.11648/j.tecs.20220704.15 DO - 10.11648/j.tecs.20220704.15 T2 - Teacher Education and Curriculum Studies JF - Teacher Education and Curriculum Studies JO - Teacher Education and Curriculum Studies SP - 140 EP - 149 PB - Science Publishing Group SN - 2575-4971 UR - https://doi.org/10.11648/j.tecs.20220704.15 AB - The quality of teachers depends on the standard of teacher education. Every teacher training program should include teaching practice. The experiences that pre-service teachers face during supported teaching are what determine the caliber of training they get. The study aimed to identify pre-service teachers' experiences during supported teaching in schools. The study was carried out with pre-service teachers on a Bachelor of Education program at a Ghanaian College of Education. The study used a phenomenology design and a qualitative approach. Convenience sampling was used to select twenty (20) level 100 pre-service teachers comprising 12 males and 8 females. Data was gathered through in-depth, semi-structured interviews. Many of the experiences during supported teaching were related to classroom instruction. Participants also learned about inclusive pedagogy and became acquainted with the larger school community. Student-teachers also formed communities of practice and learned how to work together and share their experiences through peer collaboration. They also gained experience in teachers' professional characteristics and classroom management. Importantly, through supported teaching, they developed a positive perception of teaching as a profession. The study recommends that Colleges of Education should have a systematic mentoring program for mentors and students to use in supported teaching in schools. Mentors should get adequate training before student-teachers begin visiting partner schools. VL - 7 IS - 4 ER -
Email: