Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/339
Title: The Impact of Lecturers’ Teaching Practice Visitations on School Programs: A Case of Bulilima
Authors: Tshuma, Thembelihle
Keywords: lecturers' visitations
trainee teachers
teaching practise
school programs
Issue Date: Jun-2017
Publisher: Lupane State University
Abstract: Several studies have been conducted around the notion of lecturers’ visitations to trainee teachers at schools. These have confirmed on the importance of teaching practice in the making of a qualified teacher as they complement the theory work taught in the colleges amongst other reasons. However less attention has been directed to the impact of the visitations on the school programs. It is therefore the purpose of this study with reference to Matabeleland South, Bulilima district-cluster D to investigate on the impact of these visitations on the school programs. The study will make use of the qualitative research method. Twenty-seven participants were purposively drawn from the cluster for this research. Interviews were conducted to explore their perceptions on the impact of the lecturer visitations. The questionnaire was also preferred because it enabled them to give their own experience on the visitations made during teaching practice. The results revealed that while trainee teachers believed that assessment by college lecturers are useful, they result in the loss of quality learning as the time table tends to be adjusted so as to fit in the assessments. Administrators also raised sentiments on the fact that at times certain programs are disturbed as their have to attend the frequent visitors from the different teacher training institutions. The study therefore recommends that the teacher training institutions work in collaboration such that when one institution visits the time table is followed and all trainees are assessed at once without any being disturbed. Further research is implored for on the impact of the lecturer visitations on school programs.
URI: http://hdl.handle.net/123456789/339
Appears in Collections:Department of Educational Foundations

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