Teaching practice field assessment and student-teachers’ competence in Tanzanian higher learning institutions

Abstract

Teaching practice field assessment is basically meant to offer student-teachers a room for practicing teaching, self-evaluation, and improvement in various areas of the teaching profession. Reasonably, assessment of student-teachers during teaching practice needs to take into consideration the appropriate methods and procedures as per the guidance of educational regulatory authorities and respective academic institutions. This study intended to specifically examine the effectiveness of the teaching practice field assessment process, as well as its influence on student-teachers’ competencies in Tanzanian higher learning institutions. Guided by Performance Feedback Theory, the study used a quantitative research approach and a case study research design, whereby questionnaires were employed to collect data. The study involved a total population of 12,076 people, with a sample of 99 respondents including three deans of faculties of education, three coordinators of teaching practice, three heads of departments, three quality assurance officers, 20 supervising lecturers who were purposely selected, and 67 student-teachers who were selected by a stratified sampling technique. Data was analyzed through factor, descriptive, linear regression, and correlational analyses. The study revealed that teaching practice field assessment was typically effective and had a significant influence on the student-teachers’ competencies at higher learning institutions. The study recommended to the government, through its regulatory bodies of higher learning education, to frequently review, direct, and monitor the guidelines and implementation of teaching practice exercises for higher learning institutions.