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Teaching Practice Self-Evaluation: Experiences at the University of Arusha - Musoma Centre, Tanzania

Author

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  • Baraka M. Ngussa
  • Joshua Michael Kuboja

Abstract

The present study investigated on student teachers’ competence in various aspects of teaching practice through self-evaluation approach. A total of 105 student-teachers filled the questionnaire; descriptive and inferential statistics established mean scores and differences. The study established that student-teachers, regardless of their demographic categorizations, are very competent in teaching, evaluation and supervision of co-curricular activities. Student-teachers are competent in guidance and counselling activities, though the competence level in this area is slightly lower than that of other dimensions of teaching practice. The study recommends strong motivation to educators by the University administration for them to continue doing their best in teacher training and calls for university lecturers to put more efforts in giving student-teachers guidance and counselling skills. Similar studies are recommended at the University of Arusha’s main campus and other universities in the country.

Suggested Citation

  • Baraka M. Ngussa & Joshua Michael Kuboja, 2015. "Teaching Practice Self-Evaluation: Experiences at the University of Arusha - Musoma Centre, Tanzania," International Journal of Academic Research in Progressive Education and Development, Human Resource Management Academic Research Society, International Journal of Academic Research in Progressive Education and Development, vol. 4(2), pages 21-37, April.
    • Handle: RePEc:hur:ijarpe:v:4:y:2015:i:2:p:21-37
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