Original article | International Journal of Research in Teacher Education 2018, Vol. 9(4) 36-55
pp. 36 - 55 | Manu. Number: MANU-1810-23-0002
Published online: December 23, 2018 | Number of Views: 36 | Number of Download: 67
This paper focuses on a qualitative phenomenological study concerned with revisiting the lived experience of Post Graduate Diploma in Teaching (PGDT ) summer in-service novice teacher trainees on teaching practicum as a fundamental component of teacher education in Ethiopia, Bahir Dar University, College of Education and Behavioral Sciences. It addresses some of the issues and concerns associated with major challenges encountered by teaching practice practitioners in secondary schools like the incompatibility between theory and practice, workload, ill-defined mentoring support, poor collaboration between the college and partner schools and implementation of certain pedagogical orientations during teaching practicum placement. Purposive sampling was used to select participants. Data were collected through semi-structured and in-depth open interviews. The findings indicate that trainee teachers undergo varied and often challenging experiences during teaching practicum. To counter some of the concerns, suggestions are made to improve certain aspects of teaching practicum. There is need for realistic school-college partnerships, improved structures of school-based professional support, revising the framework of PGDT and a deeper awareness of the complexity of learner-centered pedagogy and classroom management. It is imperative that teacher educators engage with these findings to further improve the design of teaching practicum and the overall quality of teacher education and teaching in Amhara Regional State secondary schools, in Ethiopia.
Keywords: revisit, lived experiences, student-teachers, PGDT, mentors, tutors, school leaders
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