Factors affecting the quality and effectiveness of student teachers during their practicum experiences: the case of some selected colleges in Oromia, Ethiopia

Abstract

Abstract In this study, an attempt was made to investigate the constraints encountered by student teachers during their practicum experiences at some selected colleges in Oromia, Ethiopia. Adopting a convergent mixed research design, a questionnaire was distributed to student teachers, and a semi-structured interview was conducted with supervisors and mentors. The data found from questionnaire were analyzed using a descriptive statistics, inferential statistics and One-Way ANOVA. Besides, the interview results were analyzed using content analysis method. In the findings, factors such as mentors’ lack of continuous follow up and support, interest to share experience, and friendliness were identified. In addition, follow up and support were not continuously provided by supervisors, and there was no coordination between supervisors and mentors. Further, Colleges engage large numbers of candidates to one school, allot many student teachers for one academic supervisor, opportunity given for practice was inadequate and there was lack of necessary facilities in the cooperating schools. Hence, it can be concluded that there were limitations from the side of mentors, supervisors, colleges and cooperating schools on playing their roles in teaching practice. Therefore, based on the findings of the study and the drawn conclusions; mentors and supervisors of the practicum should make continuous follow up and provide immediate feedback for their student teachers. In addition, they should collaborate while evaluating and equipping their student teachers with all necessary things. Besides, colleges should have good rapport with cooperating schools, try to fulfill necessary facilities, and strengthen to make them effectively produce qualified students. They should work on how to mitigate the number of student teachers with the number of supervisors and schools. Finally, cooperating schools should learn from spontaneous limitations and go further to fulfill their needs.