• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Education and Practice >Challenges and Prospects for Teaching Practice in the Zimbabwe Open University: Learning from Experiences in the First Semester 2016 Teaching Practice Supervision Exercise in Masvingo, Bulawayo, Matabeleland North and Matabeleland South
【24h】

Challenges and Prospects for Teaching Practice in the Zimbabwe Open University: Learning from Experiences in the First Semester 2016 Teaching Practice Supervision Exercise in Masvingo, Bulawayo, Matabeleland North and Matabeleland South

机译：津巴布韦公开大学教学实践的挑战与前景：从2016年第一学期的经验中学习Masvingo，Bulawayo，Matabeleland North和Matabeleland South的教学实践监督练习

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

In this qualitative study, we examine the experiences of the Zimbabwe Open University Post-Graduate Diploma in Education (ZOU PGDE) in-service student teachers, their academic supervisors and host schools supervisors in Masvingo, Bulawayo, Matabeleland North and Matabeleland South provinces. The major aim of the study is to establish challenges and prospects for the teaching practice programme to map up the way forward for teaching professionalization through distance and open learning in Zimbabwe. Teaching practice simply represents the range of experiences to which student teachers are exposed when they work in classrooms and schools. All over the world, teaching practice has been made an integral part of teacher training as it gives student teachers hands on experience in the actual teaching and learning environment. Guided by this background knowledge and Adult Learning theories, we explore the experiences of Intake 14 Masvingo Region ZOU PGDE student teachers through primary observations, teaching practice supervision reports and impressions of academic supervisors from the January – March 2016 teaching practice supervision session. The paper reaffirms Marais and Meier’s (2004) observation that teaching practice is a challenging but important part of teacher training. We established that in the current Zimbabwe Open University context, teaching practice effectiveness could easily be diminished or eroded by a range of challenges. Some of such challenges include geographical distance, uneven levels of supervisors and mentors expertise, a wide-ranging lack of resources as well as a lack of discipline among a wide cross-section of learners and educators.
机译：在这项定性研究中，我们考察了津巴布韦开放大学研究生文凭课程（ZOU PGDE）在职学生教师，其学术督导员以及Masvingo，Bulawayo，Matabeleland North和Matabeleland South省的寄宿学校主管的经验。这项研究的主要目的是为教学实践计划建立挑战和前景，以规划通过津巴布韦的远程和开放式学习进行专业化教学的道路。教学实践只是代表学生教师在教室和学校工作时所经历的各种体验。在世界各地，教学实践已成为教师培训的组成部分，因为它可以使学生的教师在实际的教学环境中获得实践经验。在此背景知识和成人学习理论的指导下，我们通过初步观察，教学实践监督报告以及2016年1月至3月教学实践监督会议的学术指导印象，探索Intake 14 Masvingo Region ZOU PGDE学生教师的经验。该论文重申了Marais和Meier（2004）的观点，即教学实践是教师培训中具有挑战性但很重要的一部分。我们确定，在当前的津巴布韦公开大学环境下，一系列挑战很容易使教学实践的有效性降低或削弱。这些挑战中的一些挑战包括地理距离，导师和导师专业知识水平不均衡，资源的广泛缺乏以及学习者和教育者的众多学科之间缺乏纪律。

著录项

相似文献

  • 外文文献
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号