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International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.4 (5), pp. 90-102 May, 2017
Available online at https://www.journalissues.org/IJEPRR/
DOI:https://doi.org/10.15739/IJEPRR.17.011
Article ID:/16/EPRR/059/013 pages
Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.



Original Research Article

Experiences of student-teachers on placement

Hellen N. Inyega*1 and Justus O. Inyega2

1Department of Education Communication and Technology, University of Nairobi
2Centre for Pedagogy and Andragogy, University of Nairobi

*Corresponding Author Email: hinyega(at)yahoo.com



date Received: September 23, 2016     date Accepted: April 24, 2017     date Published: May 11, 2017


 Abstract

This paper, using case-study research approach and informed by phenomenological and social constructivist theoretical perspectives, shares experiences of five purposively student-teachers who were video-taped practicing  teaching in the Eastern Province of Kenya. Findings indicate that student-teachers appreciate the quality and relevance of their teacher preparation courses and the central importance of their relationships with significant others. The study highlights also student-teachers’ preoccupations and concerns with their developing identities as ‘teachers’ and the ample opportunities provided while practicing teaching for them to try out pedagogical content knowledge, skills, values and attitudes learnt during  teacher  preparation. Challenges experienced by the student teachers and/or  participating schools are also discussed. Implications for teacher educators, supervisors, student teachers and teaching practice schools are made.


Key words: Placement, student –teachers, teacher education, teaching practice, video-cases


Inyega and Inyega