Students-Teachers' Professional Development during Teaching Practice in Tanzania: Experience from the Host Institutions
Bibliographic record
Abstract
This study sought to explore the opportunities and challenges experienced by student-teachers during their Teaching Practice (TP) in various host institutions in Tanzania. A mixed research approach with cross-sectional survey was employed in this study. The study was carried out in Dar es Salaam, Mbeya and Morogoro regions in Tanzania. Data were collected through questionnaires and semi-structured interview. The study involved 245 participants, whereby 230 were the student-teachers, 10 heads of secondary schools, 3 primary school head teachers and 2 principals from teachers’ training colleges. The findings indicate that student-teachers received positive mentorship from host institutions through orientation on different matters before getting the direct classroom exposure. It was also found that student-teachers had a collaborative working relationship with the host institutions. Findings indicate further that student-teachers were involved in both administrative and academic activities. However, there were some challenges that faced them such as limited teaching and learning facilities, limited exposure to the use of Information, Communication and Technology (ICT) as a pedagogical tool, and the overall limited infrastructural support for their stay in various host institutions. It was also found that in some institutions, student–teachers were not trusted to handle the administrative activities. It is recommended in this study that there is a need for Higher Education Institutions (HEIs) and educational stakeholders to collaborate with schools for the creation of a conducive learning environment for student-teachers.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".