The Contribution Of Teaching Practice To Teacher Professional Competence; The Case Of Morogoro And Klerruu Teacher Colleges

ABSTRACT

This study intended to address the contribution of teaching practice on teacher

professional competence. The introduction of competence-based curriculum at all

levels in education system in Tanzania brought challenges to teachers who are the

major implementers of the new curriculum. Therefore the base of this study was on

the change of curriculum from teacher-centered to learner-centered in education

systems. Social constructivism theory developed by Vygotsky was used as

theoretical framework. While professional competence of teachers developed by

Selvi was used as conceptual framework to guide my study. However literatures

related with the concepts of teaching practice and teacher professional competence,

modes of teacher preparation and its development were reviewed.

This study is a case study in nature whereby qualitative methods and techniques were

used to collect data and some elements of quantitative techniques were employed

too. The study also adopted a descriptive technique in analyzing, presenting and

discussing data collected through interviews and focused group discussion. While

data collected by questionnaire were analyzed through (computer) SPSS software

version 16.

Findings revealed that, teaching practice enhances student teacher’s professional

skills in terms of pedagogical knowledge and subject-matter knowledge. Student

teachers at college level are seen as a group of students but through teaching practice

they are given an opportunity to demonstrate individual teaching competencies that

might not be seen during classroom session. Also the study revealed financial

inadequacy, shortage of teachers, absence of laboratories, lack of teaching and

learning materials and lack of accommodation to student teachers as challenges

facing the implementation of teaching practice.

Moreover, the study concludes that, for competence attainment at Diploma level in

Tanzania teaching practice should not be less than 16 weeks per programme with

respect to intensive supervision. This period is somehow adequate for student

teachers to practice their learned knowledge and show competencies on teaching

profession.