Evaluation of the effectiveness of the 360-credit National Professional Diploma in Education (NPDE) programme

Ngidi, David P.; Sibaya, Patrick; Sibaya, Duduzile; Khuzwayo, Herbert; Maphalala, Mncedisi Christian; Ngwenya, Nkosinathi

doi:10.15700/saje.v30n1a314

Cited by 3 publications

(7 citation statements)

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“…Studies have shown that some respondents voiced bad experiences with their mentors (Kiggundu, 2007). A decent relationship with the mentor teacher may diminish anxiety in the practicum (Ngidi & Sibaya, 2003, MacDonald, 1993. Ngidi (1998) proposed that "effective supervision and guidance of student teacher from co-operating teachers also plays an important role in lowering anxiety among student teachers.…”

Section: A Cooperating Teacher's Rolementioning

confidence: 99%

“…It is this scoring that tends to make student teachers have anxieties toward TP with the highest level of anxiety recorded in evaluation category because it is from evaluation that a grade is given. Literature reveals that student-teachers are apprehensive about TP (McBride, 1984, Cowden, 2009 and student teachers were more anxious about evaluation (D. P. Ngidi & Sibaya, 2003). The emphasis on a letter grade makes student teachers overly stressed about TP and also leads to grade inflation (Deering, n.d.).…”

Section: Student Teacher Assessment During Tpmentioning

confidence: 99%

“…Research shows that student teachers are anxious about TP (Cowden, 2009, McBride, 1984, Behets, 1990and Wendt & Bain, 1989. According to Steyn and Killen, (2001) and Ngidi and Sibaya, (2003) studentteachers believe that teaching practice is the most challenging work, and they have countless doubts, fears and worries about TP.…”

Section: H Student Teachers' Anxiety During Tpmentioning

confidence: 99%

“…A student teacher is defined as a student who is undertaking pre-service training in teaching. Some authors have embraced this definition in their studies (D. P. Ngidi & Sibaya, 2003;Davis, 1990;Hourcade et al, 1988;Jianping, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Relationships between Pre-service Student Teacher’s Teaching Practice Anxiety, Self-determined Personal Characteristic and Academic Achievement

Kamonjo

Nyambura²

2023

EJEDU

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Teaching Practice (TP) is an essential and compulsory stage in teachers training, as it gives them a worthwhile opportunity to practice what they have learned during training. It involves real classroom teaching which leads to most students experience anxiety which interferes with their performance. This study was planned to examine the relationship between university student teachers’ anxiety levels towards TP with their self-determined learner’s personality and with academic performance in TP. The study involved two Kenyan universities; University of Kabianga and Laikipia University. Study population was 800 student teachers undertaking their TP exercise. A random sample of 105 students were involved. Research design was descriptive-correlational research design while research method was cross-sectional analytical survey. Three tools were used to correct data; The Student Teacher Anxiety Scale (STAS), Teaching Practice Assessment Score Sheet (TPASS) and Eysenck Personality Questionnaire (EPQ). Pearson correlation coefficient, r, was used to test the relationship between student teachers’ anxiety, personal characteristics, and academic achievement. Results indicate that; academic achievement in TP exercise and TP anxiety are high, there is a weak statistically significant negative relationship between TP anxiety and academic achievement and the negative relationship is statistically significant in evaluation and professional preparation anxieties only. Furthermore, there is a statistically insignificant relationship between learner personality and academic achievement in TP.

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Section: A Cooperating Teacher's Rolementioning

confidence: 99%

Section: Student Teacher Assessment During Tpmentioning

confidence: 99%

Section: H Student Teachers' Anxiety During Tpmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Relationships between Pre-service Student Teacher’s Teaching Practice Anxiety, Self-determined Personal Characteristic and Academic Achievement

Kamonjo

Nyambura²

2023

EJEDU

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“…Moreover, age also makes a difference. In Ngidi and Sibaya (2003), in order to explore student teachers anxieties in matters of teaching practice, a quantitative research was conducted for 75 participants from South Africa by administering the Student Teacher Anxiety Scale (STAS) and the Eysenck Personality Questionnaire (EPQ). The results revealed that younger pre-service teachers at primary schools experience greater anxiety than the older.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Teaching Practicum on Foreign Language Teaching Anxiety Among Pre-Service EFL Teachers

Xie

Zeng

2023

SAGE Open

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Most previous studies focused on foreign language learning anxiety, whereas relatively few have ever examined the foreign language teaching anxiety (FLTA), particularly experienced by pre-service EFL (English as a Foreign Language) teachers. By administering the “Foreign Language Teaching Anxiety Scale” (FLTAS) and a semi-structured interview, the current study examined whether the EFL teaching practicum had an influence on FLTA by comparing the differences of FLTA between pre-service EFL teachers who had 4 months of practicum experience and those without the practicum, and explored the potential factors contributing to FLTA. Results of descriptive analyses showed that overall the pre-service teachers had a relatively high level of FLTA. Results of independent sample t-test analyses indicated that the practicum group had significantly higher FLTA compared to the non-practicum group. Furthermore, within the two groups, female teachers consistently showed higher FLTA than the male teachers. Results of the interview content analyses revealed that anxiety-provoking factors primarily originated from fear of negative evaluation, low self-perception of language proficiency, and teaching inexperience. The findings of the current study provide insights of anxiety research in EFL context and implications for teachers to better reduce anxiety in English teaching practice.

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Anxiety of Practice Teachers on Final Teaching Demonstration

Albasin-Lacaba

Avenir

Permejo

et al. 2022

J. Educ., Mngt., and Dev. Studies

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No studies have been conducted yet that focus on assessing students’ anxiety levels during their final teaching demonstration. The study specifically aimed to identify the profile of the practice-teachers and determine their level of anxiety towards final teaching demonstrations, particularly in the areas of lesson planning, class management, and evaluation, leading to the proposal of interventions to manage their anxiety. A descriptive survey research design was utilized in this study. There were a total of 34 respondents, who were teacher education students at the Eastern Visayas State University-Tanauan Campus, Philippines, practicing as pre-service teachers in the second semester of the academic year 2019-2020. They were chosen using a total enumeration sampling design. The instrument used was adapted from The Student Teacher Anxiety Scale (STAS) by Hart (1987). The findings of the study revealed that generally, the student teachers experienced a normal level of anxiety for lesson planning during their final teaching demonstration. However, there is a need for them to improve their knowledge about the application of different teaching strategies. The student teachers also feel the same normal level of anxiety when it comes to class management. And lastly, they experienced an acceptable level of anxiety about being evaluated, although they tend to be very anxious about whether their performance will be accepted by their respective evaluators. The researchers recommend more training workshops about lesson planning for the students and letting them practice more teaching demonstrations to help manage their anxiety during their final teaching demonstration.

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Evaluation of the effectiveness of the 360-credit National Professional Diploma in Education (NPDE) programme

Cited by 3 publications

References 0 publications

Relationships between Pre-service Student Teacher’s Teaching Practice Anxiety, Self-determined Personal Characteristic and Academic Achievement

Relationships between Pre-service Student Teacher’s Teaching Practice Anxiety, Self-determined Personal Characteristic and Academic Achievement

The Influence of Teaching Practicum on Foreign Language Teaching Anxiety Among Pre-Service EFL Teachers

Anxiety of Practice Teachers on Final Teaching Demonstration

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