Effect of field attachment experiences on students’ career preparedness in higher learning institutions: A case of selected universities in Arusha

Abstract

The study aimed to determine the impact of field attachment experiences on students’ career readiness in Arusha’s selected higher learning institutions using the descriptive correlational research design. A questionnaire and interview schedules were used to collect data from 169 respondents out of a group of 369 third-year undergraduates studying education and lecturers respectively at two universities. Descriptive and inferential statistics were used to analyze quantitative data while thematic approach was used to analyze qualitative data. The findings suggest that the majority of the items assessed rated the field attachment experiences as outstanding. The respondents were pleased with the supervision and assessment methods and appreciated their attachment sessions. The data also demonstrate that the field attachment aided their preparedness for the teaching profession. The data also show a significant positive association between field attachment and career preparation. As a result, the study shows that field attachment experiences benefit student teachers’ career preparedness. The study advises that the frequency of assessment by both host school and university supervisors be explicitly indicated in the design of the field attachment program. Student teachers should be assigned to schools that are willing to provide the required infrastructure, such as housing and related services, so that their attachment is relevant to their career.

Keywords:

Field attachment, career preparedness, teaching practice.