Challenges Affecting the Implementation of Teaching Practice: The Case of the University of Zambia

Abstract

For many years, the process of training a teacher has been extensively studied and discussed in the scientific and academic community worldwide. However, very few studies have been conducted on teaching practice in the developing world, which include Zambia. Teaching practice affords student teachers an opportunity to translate theory into practice in a real classroom situation. This study investigated challenges that the University of Zambia faces in implementing teaching practice in schools. In addition, the study probed teacher educators, supervising teachers and student teachers’ views on measures that can be taken to improve the implementation of teaching practice in schools. The theoretical framework for this qualitative study was the third generation activity theory. The sample was purposely selected and comprised eight teacher educators, 10 supervising teachers and 24 student teachers. Semi-structured interviews and focus group discussions were used to collect data.  The data were analysed thematically. The study established that the whole process of teaching practice faced many challenges such as lack of collaboration between teacher educators and supervising teachers and limited learning space resulting in inadequate learning and peer teaching time. Most of the study’s findings are consistent with findings of earlier studies. This study is significant as it attempts to reduce the knowledge gap that appears to stem from a paucity of research on teaching practice in Zambia. One major recommendation is that School of Education should be separated from other schools.

Keywords:           Activity theory, Challenges, Teacher education, Teaching practice, Theory-practice divide.

DOI: 10.7176/JEP/12-27-14

Publication date:September 30^th 2021