Transitioning from Teacher Education Colleges to the Real Classroom: Experiences of Student Teachers on Teaching Practice at Primary Schools in the Lower Gweru District of Zimbabwe

Abstract

Transitioning from teacher education colleges to the real classroom situation is an important stage in the training of a teacher. This study explores the experiences of ten (10) student teachers on teaching practice at primary schools in the Lower Gweru district of Zimbabwe. Three (3) primary schools were purposively sampled for this study. In this qualitative study semi-structured interviews with participants were audio-recorded and transcribed. The findings of the study revealed that most student teachers were adequately prepared with respect to drawing up schemes and lesson plans. Sequencing of lessons and subject content mastery remain a challenge to student teachers on teaching practice. Additionally, quite a sizeable number of student teachers felt challenged in disciplining and motivating pupils during teaching and learning. Interacting with parents, handling learners with disabilities, setting differentiated tasks, marking constructively and unhelpful mentors continue to pose challenges to student teachers in their attempt to fit into the school culture and ethos. The study recommends an introspection by both schools and teacher education colleges in respect of their roles in preparing student teachers for a smooth transition from teacher education colleges to the reality of the classroom.