Accounting Teacher Trainees’ Perception of the Importance of Field Experience in Teaching: A Case of the University of Cape Coast

Aaron Adusei, Philip Essilfie


This was primarily designed to find out Accounting teacher trainees’ perception of the importance of field experience in teaching. The study was conducted at the Department of Arts and Social Sciences Education, University of Cape Coast. A descriptive survey was used as research design. Simple random sampling technique was used to select Eighty-five (85) Accounting teacher trainees from the department. A set of well-structured and self-developed questionnaires were used to solicit data from the respondents and the instrument was administered personally. Data were analysed with the use of descriptive statistics (frequencies and percentages).

The study established that Accounting teacher trainees perceived field experience in teaching positively. It was also found out that Accounting teacher trainees engage in various activities apart from the teaching and learning of Accounting. The study also established that, field experience in teaching had benefited Accounting teacher trainees by helping them to decide whether or not to take on teaching as a profession, to build proper confidence, to plan, prepare and present lesson topics and to broaden their knowledge of the subject matter. However, despite the thorough preparation, students were faced with challenges which significantly affected their ability to accrue maximum benefits from the experience.Accordingly, it has been recommended among others that the Teaching Practice Unit should educate teacher trainees who are yet to embark on field experience in teaching on its benefits and should grade extra-curricular activities.

Keywords: Mentors, Mentee, Lead mentors, Teacher trainees

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