An Assessment of the Effectiveness of “Theory into Practice” to Prospective Science and Mathematics Teachers During Teaching Practice Sessions in Tanzania Secondary Schools
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Daudi Mika Mungure, Department of Computer Science and Mathematics, Faculty of Computing, Information System and Mathematics, The Institute of Finance Management (IFM), Dar es Salaam Tanzania.
This paper assessed the effectiveness of theory into practice to prospective science and mathematics teachers during teaching practice sessions in Tanzania secondary schools. Lupanga and Morogoro secondary schoolwere used as a case study. Due to the challenges addressed by different scholars in linking of theory into practice during classroom teaching, it raised doubt whether the prospective science and mathematics teachers in practicing schools are able to link theory learnt in the college into practice effectively during teaching practice sessions in schools for the purpose of improving their teaching profession. The study employed qualitative approach with a case study design. Key informant interview, focus group discussion, documentary review and observation were the main methods of data collection where by 10 respondents were purposively involved in data collection. Content analysis was used to analyze data thematically. The study found that the linking of theory into practice by prospective science and mathematics was not effective in the classroom to improve teaching profession due to poor planning and lesson development, real implementation as well as consolidation and evaluation. Moreover the prospective science and mathematics were not involved in other co-curricular activities apart from classroom teaching.
Theory and Practice, Teaching Practice, Prospective Science and Mathematics Teachers, Scheme of Work, Lesson Plan
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