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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: This paper explores the teaching practice school context characteristics and how they influence the student teachers' performance. The sample consisted of 190 Fourth Year B. Ed students, from Moi University Main Campus and Chepkoilel Campus, selected using stratified random sampling technique based on the four Degree programmes offered in the Faculty of Education. Data was collected using questionnaires, interview schedules, and a document analysis of student teachers' assessment records from the Teaching Practice Co-ordinator at Moi University. It was analysed using the SPSS computer program and presented using descriptive statistics. It emerged that the teaching practice school characteristics of school administration, the pupils, the teachers and the learning resources affected the way teacher interns performed their duties in the schools and there was a relationship between the grades they scored for their internship and those identified factors. As such, it was recommended that school factors such as the availability and quality of teachers, the learning resources and facilities and the class sizes should be seriously taken into consideration when posting the student teachers. The findings can help create awareness on the part of the teacher training institutions on how different school contexts influence student teachers' performance and help them in establishing a better strategy of posting student teachers. |
| Keywords: contextual characteristics, teaching practice schools, student teachers, performance, Kenya |
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