Implementation of Universities and Colleges Teaching Practice towards Teaching Competence to Student- Teachers: A Case of Arusha Region

Eva Samwel & Perida Mgecha
Department of Education, Tumaini University Makumira, Tanzania
Email : evalaiser6@gmail.com/ peridamgecha@gmail.com

Abstract: This study compares the implementation of teaching practice in universities and colleges towards improving teaching competence to student-teachers in Arusha Region. The study employed mixed approach in which convergent parallel design was applied. Simple random, homogeneous and snowball sampling methods were used to sample 60 participants. Interview, questionnaire and documentary analysis were applied for data collection. Pre-field and during field activities were compared. The aspects specifically compared were practical skills, orientation course, assessment mode, supervision mode and duration of TP. Findings revealed that college student-teachers undergo more practical skills trainings like micro-teaching, single lesson practice and demonstration while university student-teachers receive little trainings on practical skills in teaching. The findings also revealed that university supervisors were not much effective in supervision, and assessment while colleges have strong supervision and assessment process as student-teachers are assessed twice by different supervisors, which is not practiced in universities. T-test results show that there is significant different in pre-field activities between universities and colleges. Therefore, teacher trainees are more effective prepared in teachers teaching colleges compared to universities. The study recommends that universities should adopt more practical and competent based trainings so as to empower student-teachers to gain relevant skills for teaching.