n South African Journal of Higher Education - Student teachers' perceptions towards teaching practice assessment




The study investigated the perceptions of student teachers towards teaching practice assessment. Participants N=180:90 males, 90 females were randomly drawn from three primary school teachers' colleges in Masvingo Educational Region of Zimbabwe. A questionnaire was used to gather data from the respondents. A chi-square test was used to analyse the data. The results revealed that there were no significant differences between male and female student teachers from all the colleges on the perception of the teaching practice mark as a true reflection of the student's performance. The results also revealed that students believed that assessment by both college lecturers and mentors was helpful. The students also wanted external assessment to target all students on teaching practice to avoid favouritism. The student teachers indicated that teaching practice can be improved by having more visits, warning students of pending visits and not basing assessment on previous marks. The students did not want bias and harassment during teaching practice assessment but fairness, advice and encouragement. The study recommended a broad based approach to improve the fairness of teaching practice assessment.


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