The impact of teaching practice on preservice professional development in the lesotho context teachers' professional development in the lesotho context | [Pakistan Journal of Life and Social Sciences • 2025]

Author(s):

1. Mamosa Thaanyane: Department of Curriculum studies and Higher Education, Faculty of Education, University of Free State, Bloemfontein, South Africa

2. Thuthukile Jita: Department of Curriculum studies and Higher Education, Faculty of Education, University of Free State, Bloemfontein, South Africa

Abstract:

Teaching practice (TP) is an important component of teacher education that grants pre-service teachers experience in the actual teaching and learning environment in the classroom environment. Studies showed that it exposes them to real teaching because it is then that they gain practical classroom experience by watching experts teach before they attempt it. However, it has been established that despite the value of TP to bridge theory and practice, preservice teachers still found it difficult to relate content learned to their everyday classroom practice. The study aims at exploring the impact teaching practice has on preservice teachers' professional development in the context. The study identified themes that present new knowledge on the impact of on the preservice service teachers. The themes identified are: inadequate supervision and mentorship; exposure to real teaching; putting theory into practice; lack of infrastructure; school culture; ability to reflect and duration of the teaching practice. When TP is inadequate preservice teachers will not be able to present fully their ability and competence as teachers. Hence, stakeholders in teacher education need to be mindful of all aspects that can affect preservice teachers during TP so that preservice teachers become quality teachers equipped with pedagogical practices to meet the increasing demands of the teaching profession.

Page(s): 292-299

DOI: 10.57239/PJLSS-2025-23.1.0025

Published: Journal: Pakistan Journal of Life and Social Sciences, Volume: 23, Issue: 1, Year: 2025

Keywords:

Teachers , Preservice teachers

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