Contribution of Teaching Practice Assessment Feedback on Enhancing Teaching Competence among Trainee Teachers in Arusha Region, Tanzania
Joyce Noah
Monduli Teachers Training College
Email: joycenoahmushi@gmail.com
Paul Raphael Kitula
St. Augustine University of Tanzania (SAUT), Arusha
Email: kitula07@gmail.com
Abstract: This study was conducted to assess the contribution of teaching practice (TP) assessment feedback on enhancing teaching competency among trainee teachers in Arusha region. Specifically, the study investigated the influence of TP assessment feedback on enhancing competency among teacher trainees and the best ways to provide TP assessment feedback to enhance competency among teacher trainees. The study was grounded in performance feedback theory. A mixed methods approach was adopted whereby the study targeted teacher trainees and tutors in the teacher training colleges. Stratified and purposive sampling methods were used to select the study sample of 86 respondents: 10 tutors and 76 teacher trainees. Data was collected using questionnaires, interviews and group discussion. Research experts validated the instruments while reliability (r=0.91) was estimated using the test-retest method. Descriptive statistics were used to analyze the quantitative data in the SPSS version 25 while qualitative data were analyzed in themes and presented in words supported by direct quotations. Key findings highlight that TP assessment feedback influence competency among trainee teachers. In conclusion, TP assessment feedback develops effective teaching competency, provides valuable insights into teaching practice, identify areas for improvement, reinforce good TP, build trainee teachers’ confidence, reveal what has been done well and encourages them to continue doing it and increasing teaching morale among trainee teachers. This study recommends development of clear guidelines and standards for providing TP feedback by allocating adequate resources, creating conducive policies that support and guide trainers to deliver comprehensive feedback systems that enhances teaching competence.
