oa Mosenodi - Research notes and abstracts

Volume 6, Issue 1
  • ISSN : 1021-559X



This research note presents an analysis of the outcomes of the 1998 Post-Graduate Diploma in Education Teaching Practice experience as measured by the current Teaching Practice regime at the University of Botswana. It was found that little professional development appears to occur during Teaching Practice, and that where this docs occur, it is in administrative and general professional competency areas rather than in the actual classroom teaching domain. Inter-subject differences with reference to assessment outcomes were also found. The fundamental problem identified is the use of a common, 'generalist' assessment instrument that is interpreted in various ways by assessing staff, and leads to score inflation that acts as a disincentive to students addressing areas of weakness that may be noted, particularly in the teaching skill domain. Recommendations include the adoption of competency-based skill evaluation and the systematic development of professional skills throughout Teaching Practice.

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