The quality of teachers depends on the standard of teacher education. Every teacher training program should include teaching practice. The experiences that pre-service teachers face during supported teaching are what determine the caliber of training they get. The study aimed to identify pre-service teachers' experiences during supported teaching in schools. The study was carried out with pre-service teachers on a Bachelor of Education program at a Ghanaian College of Education. The study used a phenomenology design and a qualitative approach. Convenience sampling was used to select twenty (20) level 100 pre-service teachers comprising 12 males and 8 females. Data was gathered through in-depth, semi-structured interviews. Many of the experiences during supported teaching were related to classroom instruction. Participants also learned about inclusive pedagogy and became acquainted with the larger school community. Student-teachers also formed communities of practice and learned how to work together and share their experiences through peer collaboration. They also gained experience in teachers' professional characteristics and classroom management. Importantly, through supported teaching, they developed a positive perception of teaching as a profession. The study recommends that Colleges of Education should have a systematic mentoring program for mentors and students to use in supported teaching in schools. Mentors should get adequate training before student-teachers begin visiting partner schools.
| Published in | Teacher Education and Curriculum Studies (Volume 7, Issue 4) |
| DOI | 10.11648/j.tecs.20220704.15 |
| Page(s) | 140-149 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2022. Published by Science Publishing Group |
Supported Teaching in Schools, Teacher Education, Teaching Practice, Pre-Service Teachers
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APA Style
Philip Dorsah, Moses Abdullai Abukari, Thomas Nipielim Tindan, Barnabas A-Ingkonge. (2022). Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools. Teacher Education and Curriculum Studies, 7(4), 140-149. https://doi.org/10.11648/j.tecs.20220704.15
ACS Style
Philip Dorsah; Moses Abdullai Abukari; Thomas Nipielim Tindan; Barnabas A-Ingkonge. Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools. Teach. Educ. Curric. Stud. 2022, 7(4), 140-149. doi: 10.11648/j.tecs.20220704.15
AMA Style
Philip Dorsah, Moses Abdullai Abukari, Thomas Nipielim Tindan, Barnabas A-Ingkonge. Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools. Teach Educ Curric Stud. 2022;7(4):140-149. doi: 10.11648/j.tecs.20220704.15
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Download@article{10.11648/j.tecs.20220704.15,
author = {Philip Dorsah and Moses Abdullai Abukari and Thomas Nipielim Tindan and Barnabas A-Ingkonge},
title = {Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools},
journal = {Teacher Education and Curriculum Studies},
volume = {7},
number = {4},
pages = {140-149},
doi = {10.11648/j.tecs.20220704.15},
url = {https://doi.org/10.11648/j.tecs.20220704.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20220704.15},
abstract = {The quality of teachers depends on the standard of teacher education. Every teacher training program should include teaching practice. The experiences that pre-service teachers face during supported teaching are what determine the caliber of training they get. The study aimed to identify pre-service teachers' experiences during supported teaching in schools. The study was carried out with pre-service teachers on a Bachelor of Education program at a Ghanaian College of Education. The study used a phenomenology design and a qualitative approach. Convenience sampling was used to select twenty (20) level 100 pre-service teachers comprising 12 males and 8 females. Data was gathered through in-depth, semi-structured interviews. Many of the experiences during supported teaching were related to classroom instruction. Participants also learned about inclusive pedagogy and became acquainted with the larger school community. Student-teachers also formed communities of practice and learned how to work together and share their experiences through peer collaboration. They also gained experience in teachers' professional characteristics and classroom management. Importantly, through supported teaching, they developed a positive perception of teaching as a profession. The study recommends that Colleges of Education should have a systematic mentoring program for mentors and students to use in supported teaching in schools. Mentors should get adequate training before student-teachers begin visiting partner schools.},
year = {2022}
}
TY - JOUR T1 - Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools AU - Philip Dorsah AU - Moses Abdullai Abukari AU - Thomas Nipielim Tindan AU - Barnabas A-Ingkonge Y1 - 2022/12/23 PY - 2022 N1 - https://doi.org/10.11648/j.tecs.20220704.15 DO - 10.11648/j.tecs.20220704.15 T2 - Teacher Education and Curriculum Studies JF - Teacher Education and Curriculum Studies JO - Teacher Education and Curriculum Studies SP - 140 EP - 149 PB - Science Publishing Group SN - 2575-4971 UR - https://doi.org/10.11648/j.tecs.20220704.15 AB - The quality of teachers depends on the standard of teacher education. Every teacher training program should include teaching practice. The experiences that pre-service teachers face during supported teaching are what determine the caliber of training they get. The study aimed to identify pre-service teachers' experiences during supported teaching in schools. The study was carried out with pre-service teachers on a Bachelor of Education program at a Ghanaian College of Education. The study used a phenomenology design and a qualitative approach. Convenience sampling was used to select twenty (20) level 100 pre-service teachers comprising 12 males and 8 females. Data was gathered through in-depth, semi-structured interviews. Many of the experiences during supported teaching were related to classroom instruction. Participants also learned about inclusive pedagogy and became acquainted with the larger school community. Student-teachers also formed communities of practice and learned how to work together and share their experiences through peer collaboration. They also gained experience in teachers' professional characteristics and classroom management. Importantly, through supported teaching, they developed a positive perception of teaching as a profession. The study recommends that Colleges of Education should have a systematic mentoring program for mentors and students to use in supported teaching in schools. Mentors should get adequate training before student-teachers begin visiting partner schools. VL - 7 IS - 4 ER -
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