Preparation and Management of Teaching Practice Process at University of Nairobi, Kenya: Appropriateness of Methods and Resources

Abstract

Preparation and management of teaching practice allows for adequate allocation of resources and effective utilization of instructional strategies that permit teacher trainees to adjust to varying situational demands of learning tasks. Teacher trainees with adequate preparation to work facilitate learning process and guide learners in discerning appropriate application of knowledge, skills and attitudes for professional competency. In addition, effective teaching practice begins with authentic preparation through; identifying teaching practice school, attending to briefing prior to posting for teaching practice, gathering teaching practice preparation materials, preparing teaching learning resources and identifying appropriate assessment methods. However, proficiency in preparation and management of teaching practice are among weak areas of professional development in universities in Kenya. If combined with failure in identifying appropriate teaching practice schools, inadequate resources and inefficient class management skills, teaching practice may result in detrimental instructional organization with little concern over learners' needs. This study determined preparation and management of teaching practice process at the University of Nairobi. Anchored on descriptive survey design, the study targeted 68 trainee teachers on teaching practice from 17 Counties sampled randomly. The study used questionnaires and interview schedules to collect data from trainee teachers. For data analysis, the study relied on descriptive and inferential statistics, with data presented using tables and graphs. The results indicated that teacher trainees are adequately prepared for teaching practice. Recommendations advocate for teacher educators to examine relevant preparation strategies and adjustment to ensure that teaching practice is appropriately managed to achieve professional development. Further, Universities and government should create suitable, dependable, diversified and sustainable mechanisms for financing teaching practice exercise.

Policies Guiding Pedagogy and Teacher of Business Studies Competency in Kajiado County, Kenya: Instructional Skills’ Policy Discourse

“…Teacher's skill on assessing learners' academic achievement is part and parcel of the instructional skills and feasible policies guiding assessment methods adopted by teachers of Business studies are all important. Correspondingly, Odundo, Ganira, and Ngaruiya, (2018) state that assessment methods are the instruments which teachers of Business studies use to evaluate, gauge, and document learners' academic preparation, learning progress, skill acquisition, or educational needs in order to gain a better understanding of their success. As maintained by KICD, teachers of Business studies should use both formative and summative assessments to gauge learner understanding of the curriculum.…”

A Comparative Study of the Working Conditions of Science Teachers

“…(Zheng & Zheng, 2011;Kuojun et al, 2019). Diversified and sustainable mechanisms for financing teaching practice must be created to improve the quality of preparation and management of teaching practice (Amollo et al, 2018). Zhang & Zhang (2017) Thus, there is a considerable research interest in teaching practice.…”

Textbook Evaluation and Quality of Business Studies Textbook in Secondary Schools in Kenya

“…Revising core textbook involves starting from certain predefined objectives designing and implementing educational resource in such a way that it leads to attainment of goals set. In the views of Odundo and Ganira [5] content that incorporates diverse media captivates learning promoting learners learning persistence in business through the core textbook.…”