EVALUATING THE TEACHING PRACTICE COMPONENT OF THE TEACHER EDUCATION PROGRAMME IN HIGHER EDUCATION: A CASE OF KABARAK UNIVERSITY, KENYA

Abstract

This study was meant to evaluate the Teaching Practice (TP) component of the teacher training programme at Kabarak University. It sought to determine Kabarak University teacher trainees’ perceptions about teaching practice. The specific objectives were to describe nature of teaching practice preparation as perceived by the Kabarak University student-teachers, and to determine the difference on perception about TP based on the areas of specialisation. The study employed a descriptive survey research design. Simple random and stratified sampling was used to select 110 studentteachers who had completed teaching practice. An online questionnaire with open ended and closed ended items was used to collect data. The results showed that both B.Ed Arts and Science students had moderate perception about TP preparation at Kabarak University School of Education while perception about TP was low among the B.Ed Science students but moderate among B.Ed Arts students. The study further found out no statistical differences in perception about TP preparation and actual TP experiences between B.Ed Arts and B.Ed Science students.