Dynamic Research Journals (DRJ)

Journal of Economics and Finance (DRJ-JEF)

Volume 2 ~ Issue 1 (January, 2017) pp: 29-38
www.dynamicresearchjournals.org

Student Teachers State of Preparedness to Teaching: A

Case Study of Hurungwe District in Zimbabwe
1
Makaye J, 2Mapetere K & 3Madungwe L.S
1
jmakaye2000@yahoo.com, 2 mapeterek@gmail.com, 3 ldsmadungwe@mail.com
1,2,3
Great Zimbabwe University, Box 1233, Masvingo, Zimbabwe.

Published 31 January, 2017 The author(s) 2017. Published with open access at www.dynamicresearchjournals.org

Abstract:- This qualitative study analyses the state of preparedness to teaching of student teachers doing teaching
practice in Hurungwe district. Five student teachers, two heads and five lecturers were interviewed on factors that
influence students state of preparedness to lesson execution and document preparation and how the quality of
students on teaching practice can be enhanced. The findings reveal factors which vary from personality attributes to
administrative conditions. The study concludes that students on teaching practice are not adequately supported by
both institutions of studies and location administrators for them to get appropriate work related experience and to
excel in their studies. The study recommends a sustained and constant system of workshoping and networking by
schools, the student and study institutions.
Key words:- Student Teacher, State of preparedness, Mentoring, Pre-supervision meeting, Post-supervision
discussion, Scheming.

I. Introduction and Background of the study

Preparation of the student, especially the student teacher has become synonymous with quality assurance in
modern times where issues of quality enhancement are now the buzzword. Teacher education and preparation is a
rigorous process if a quality teacher is to be produced. For this reason the teacher in making should be adequately
and properly grilled into academic content knowledge (ACK) and pedagogic content knowledge (PCK). In the case
of Zimbabwe, teaching practice (TP) is a once off and lifelong experience. Nowhere in the life of the teacher is it
imperative for him or her to do another practice thus making this experience a make or break exercise. Most in-
service programmes do not involve another teaching practice on the assumption that one would have done it in the
first instance. This emphasises the significance of the teaching practice exercise in enhancing quality education.
In some cases lecturers find one stream of students doing well in terms of complying with what is expected. In
other cases, it appears as if their performance or state of preparedness varies with the programme. It has been
observed especially from supervision crits, that most students fear teaching practice supervision and in most cases
live a nightmarish life during the entire teaching practice episode when actually it should be one of the most
enterprising episode of their studies (Kufakunesu., Dzingo & Dekeza,2013). It was observed that some students
previously distinctive during the theoretical aspects of the study degenerated to becoming the most challenged
candidates during teaching practice and this has become a cause for concern.
This dilemma triggered the current study to analyse the causes of such state of un/preparedness of student
teachers on teaching practice in Hurungwe district, Zimbabwe. The study adds value to the current discourse on
teaching practice with a view to improve the quality and efficacy of the teacher who will graduate from the process
of teaching practice. Viewing the criticality of teaching practice, Shah Syed Manzar-Abbas & Lijie Lu (2013) argue
that stakeholders the world over are concerned about the quality of teaching practicum. Findings from the study are
also hoped to improve on learner achievement as well as solicit for better solutions to improve the teaching and
learning terrain in general. Whilst some studies on teaching practice have explored the utility of such practice ,
Pogrund, R. L., & Cowan, C. (2013)., Stock, M. J., & Duncan, H. E. (2010).) others have explored the perceptions
of supervisors and supervisees on teaching practice (Chireshe & Chireshe,2012., Patricia Wambugu, Anne
Barmao,Joel Ngeno, 2013).Shah Syed Manzar-Abbs and Lijiehu (2013) have carried out a desk study of the
practicum of various countries with a view to suggesting improvements on the Chinese practicum. Their studies
covered the duration and mode of the practicum of pre-service students. Such studies did not examine the state of
preparedness on the part of students which is a critical aspect for the success of the exercise. The recommendation
made was to divide TP into phases in order to minimise management problems. They also suggest that any
mismatch between the mentor and mentee should be resolved. Analysing the causes of student teachers state of

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 Student Teachers State of Preparedness to Teaching: A Case Study of Hurungwe District in Zimbabwe

preparedness will also dispel the disillusionment that often exists between lecturers (supervisors) and student
teachers (supervisees).
Whilst most studies on teaching practice have zeroed in on pre-service programmes, this study explores the
bridging programme, and the Post-Graduate Diploma in Education (Grad. DE), two rarely explored programmes.
Thus, the study seeks to answer the following questions: what influences student teachers state of preparedness to
teaching? What are the student teachers perceptions of teaching practice? What challenges do students encounter
during teaching practice? How can students state of preparedness to teaching be improved?

II. The Concept of Teaching Practice

The purpose of TP is to produce a teacher who is knowledgeable of curriculum content as well as skills with
regard to how this knowledge can be transferred to pupils. The idea being that the teacher should be exposed to a
practical situation whereby he/she is supposed to marry theory with practice. During the teaching practice period the
student is supposed to experiment, test and relate what he/she would have learnt theoretically. In reality the teaching
prowess is boosted (Subedi, 2009) and the quality of practicum marks becomes the beginning of the teaching career.
Kiggundu and Nayimuli (2009) posit that TP denotes a wide range of experiences student teachers encounter when
they work in classrooms. The ideal practice or requirement is for the student teacher to be under the guidance of a
mentor who is entrusted to give craft advice to the student under training. It is encouraging to point out that in the
case of Zimbabwe, the Ministry of Primary and Secondary Education accepts such an arrangement. It is however
unfortunate that some school administers assign an independent class to the student teacher. Under such conditions,
the guidance given to the student may be limited. Mentoring is viewed by Perunka and Erkkil (2012:635) as a
process by which a less experienced or less skilled individual is nurtured by a skilled or more experienced person for
the sole purpose of promoting the mentees personal or professional growth. The mentor has to assume several roles
including inter alia guide, supervisor, counselor, overseer, coach, coach supporter, critic and supporter (Kufakunesu
et al., 2013). In practice most of Zimbabwean post graduate students are not attached to a full time classroom mentor
as they will be on full employment contract with the Ministry of Public Service. Whilst the University insists that
local arrangements be made at the school to ensure that at least the student teacher works under the guidance of a
qualified member, situations sometimes do not permit. At times the student teacher is the Head of the department or
school who would feel embarrassed to be mentored and supervised by subordinates. In such a scenario the student
teacher has to pervade the teaching practice with little guidance from other colleagues.
During teaching practice the student is supposed to scheme, plan and keep records of the instructional process.
The scheme book should be clearly labeled to indicate the class, the teacher, the year, the subject and the term. Just
inside the scheme, the nature of the class should be indicated as well as the scheme aims and objectives. It should
then show the week ending, content, weekly objectives, teacher-pupil activities and evaluation. It is in this area of
scheming and planning where a number of challenges sometimes occur. The scheming system of colleges and
universities are usually different and this creates challenges for the novice teacher. In schools, the scheme-cum
system is common where there is a combination of scheming and planning. Universities and colleges prefer
separating scheming and planning. Scheming in schools is expected to be done with lesson by lesson compartments
and lessons evaluated individually on a daily basis. This is contrary to expectations of training institutions where
scheming should be done weekly and summative evaluation used. It is these differences which may create confusion
in the student teacher. It is expected that the student learns from the mentor but when the expectations from the
school and those from the training institution are different, one wonders how that learning process becomes possible.
There are a number of other records which the student teacher is expected to work with during the teaching practice
exercise. One such book is remedial work for those students whom he/she will have encountered challenges during
instruction and work to assist is rendered. The book should show the name of the student, the challenges faced by
the student, the remedial plan implemented by the student teacher and an evaluation section where the achievement
or otherwise is examined. The occurrence of the performance lag address programme (PLAP) exercise in schools is
a development of this system which seeks to assist those students facing challenges in their pace of grasping
concepts. The other important document is the extension work for those who would have excelled and extra work
given. In most situations, these students are ignored for they are considered to be good. Training institutions
however feel that the quest to maintain the momentum in a good pupil becomes an issue for the teacher who should
put in place mechanisms to scaffold the student to greater heights. The other records include the test record book for
daily or/and tests exercises and the co-curricular for the extra mural activities including community services done by
the teacher. In all cases the records have to be evaluated regularly and kept up to date depicting a state of
preparedness by the student. Describing an effective teacher Castle and Buckle (2010) say that a student teacher
should have all her/his media in place before he/she begins his/her lesson. He/she should demonstrate a high degree
of preparedness for the lesson. In reinforcing the seriousness of preparedness, it is normal and expected for both

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 Student Teachers State of Preparedness to Teaching: A Case Study of Hurungwe District in Zimbabwe

internal and external supervisors to give a zero to a student found without the detailed lesson plan(DLP) for the day.
The absence or availability of that document is a full story of the students level of preparedness, not only for
lessons but actually of being a teacher. This sense of preparedness is demonstrated by planning well in advance for
the lesson. In all cases student teachers are expected to keep these records and others in a TP file. The student is also
expected to file whatever material possible relevant to the teaching and learning of the subject he/she is teaching
ranging from teaching notes, newspaper cuttings, past examination papers and any other necessary resources to
demonstrate his/her resourcefulness. Emphasizing the importance of planning Spencer (2003:25), says one of the
most important principles of good teaching is the need for planning.
There is also need for the student teacher to prepare the teaching venue properly. The physical environment
has to be created in order to motivate learners to concentrate on mental and motor skills of the day. The challenge is
that in most schools, there are no base rooms where student teachers have permanent venues. The actual lesson
execution is the how part of curriculum implementation which is a translation of what is documented officially. The
lesson should start with an introduction which should stimulate students to learning. An introduction should be
captivating, brief and clear. It is the springboard to launch the dive. One can safely say, show me a good
introduction and I will show you a good lesson. Some lesson introductions are very straightforward where the
teacher simply tells students the gist of the lesson and what they are expected to know and be able to do. In another
case, a teacher may start by recapping a previous lesson upon whose foundation the new lesson is build. Other
teachers are more creative and can utilize the immediate or remote environment and understanding of pupils to
create an anxiety amongst learners which is then tamed into the lesson concept. This requires great ability and skill
lest the teacher confuses pupils. A relevant question and answer session, an appropriate mini-drama or song may
drive the lesson home but this should be well thought. Farrant (2014) provides different ways of introducing
different subjects practical, sciences, arts and/or humanities.
From the introduction the teacher develops lesson stages which should be categorical. The student teacher
should always teach first. A number of student teachers, in an effort to promote pupils involvement and rush into
bombarding learners with questions of things they may not have a faint idea of. It follows that the first stage should
be centred on teacher exposition although pupils may contribute to the building up of the explanations. It is at this
stage that the student teachers content mastery is assessed. Technical terms should be written and explained as the
lesson progresses. This stage of the lesson gives a theoretical exposition of the lesson, engages students into the
content, and demonstrates using media where possible. The next stage of the lesson should now promote pupil to
pupil interaction as the first would have promoted teacher-pupil interaction. This can be achieved in various ways. A
short pair work discussion can assist the teacher to assess if pupils are on track to achieving the set objectives. Group
work discussions of 4-5 pupils are a popular activity. The teacher should always be moving around attending to
problem cases and motivating those on the right track. Pupils should always be encouraged to talk freely and
reserved pupils encouraged to participate. Key points of discussions should be written down by a secretary of each
group. It is important for the teacher to make very clear instructions to pupils when interactive activities start to
avoid disturbing pupils discussions. Pupils are then supposed to report back on activities done in groups and these
activities should always be different to avoid monotony during the report back session. A summary of the lesson
should provide a measurement of the level of understanding on the part of pupils. It is important for the teacher to
give room to learners to demonstrate knowledge and skills acquired during the course of the lesson. The conclusion
should not be rushed nor procrastinated. It becomes vivid from these discussions of lesson delivery that thorough
preparedness becomes critical on the part of the student teacher.
Whilst these are what student teachers are expected of, in many a case, lecturers on teaching practice
supervision find them doing otherwise and this study is premised to explore the causes of such un/preparedness.

III. Methodology
The qualitative approach was used for the study in which the case study design was utilized. Creswell (2012)
asserts that a case study permits one to have an in-depth study of a case or unit. In this case the study focused on
student teachers doing their teaching practice in Hurungwe district only. The researchers wanted to establish the
participants lived experiences (McMillan & Schumacher, 2010). Thus, the study entailed physical observation of
students on teaching practice-their documents and lesson execution. This was to establish whether the expected
record books were up to date and in place. Record of marks, tests, remedial and extension as well as teaching notes
were some of the records student teachers were expected to have and document regularly. In the lesson execution
researchers expected student teachers to have a relevant, captivating and motivating introduction. Observations were
made on whether the lesson was effectively developed linking with the introduction. Teaching moments by the
student teacher, where he/she explains the content were observed. Where these are in place the student teacher is
well prepared and failure to find these is indicative of unpreparedness. To compliment data from observations,

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 Student Teachers State of Preparedness to Teaching: A Case Study of Hurungwe District in Zimbabwe

unstructured interviews were held with student teachers, mentors, school heads hosting student teachers and
lecturers. The interviews intended to capture participants perceptions of the TP. Unstructured interviews had the
advantage of allowing interviewers to probe further allowing the interviewees to respond in any way from various
angles on the same issues. The settings were natural and questions had no structured order to follow. Findings from
the case study can be transferred to similar settings. Selection of participants for interviews was both purposive and
convenient (Patton, 2002). Five student teachers, two heads and five lectures all participated in the study. These
provided with rich data. The study targeted student teachers and hence it was pertinent to hear from the horse
mouth. The researchers also observed five student teachers lessons as well as records.
Findings of the study were presented in narrative form with participants thick descriptions of interviews
excerpt. Thus, participants narratives characterize the data presentation section. Stories of participants lived
experiences of TP, their perceptions with regard to the state of preparedness of student teachers, challenges
experienced and suggestions were all captured. The findings were also discussed in relationship to the sub problems,
literature as well as previous studies.

IV. Theoretical Framework

This study was premised on the Self efficacy theory associated with the works of Albert Bandura. Self efficacy
refers to the beliefs in ones capabilities to organize and execute the courses of action required to manage
prospective situations (Bandura ,1995:2). The social efficacy theory upholds that one has the power to produce that
affect by completing a given task or activity related to that competency. It relates to a persons perception of their
ability to reach a goal. It upholds that one can master a situation and produce a positive outcome. Van der Bijl &
Shortridge-Baggett, (2002) posit that individuals are likely to engage more in activities for which they have more
efficacy and less in those they do not. Thus, self efficacy functions as a self fulfilling prophecy (Gecas, 2004) which
can distinguish how different individuals perform tasks differently. The basic tenets of Self efficacy are behavior,
environment and personal cognitive. These three influence each other but cognitive factors are more important.
Lunernburg (2011) expresses that self efficacy has influence over ones ability to learn, motivation and performance.
Put in Mahatma Gandhis words, "If I have the belief that I can do it, I shall surely acquire the capacity to do it even
if I may not have it at the beginning. In formed by this theory Student teachers are perceived to be individuals who
have the capabilities and capacity to perform the duties of an effective teacher. They have the capacity to write the
documents, prepare teaching and learning material and to deliver lessons effectively. However, their dispositions,
capabilities and effectiveness may be shaped and influenced by their behavior, attitude and motivation about the
teaching programme. A positive attitude will yield good behavior to influence student teachers to manage
prospective situations like teaching practice. Behaviour also influences how a student manages and balances his/her
time and duties. The environment within which they operate may influence greatly their performance. This includes
the physical and social environment. Schools with good work ethics are likely to influence positively student
teachers to follow suit. In most cases teachers in such environments are likely not to be found wanting. Lastly,
student teachers inherent cognitive dispositions and aptitude also influence the performance and state of
preparedness of the student teacher in his/her discharge of responsibilities. Thus, viewed from this, the self efficacy
theory proves to be the most ideal theory in studying the state of un/preparedness of student teachers to their
discharge of teaching practice duties. We also felt that the state of preparedness is a construct which can be studied
best qualitatively.

V. Findings
A multiplicity of views was raised from the students, lecturers (supervisors) and mentors with regard to
students state of preparedness. One of the most frequent observations from the schemes of work and detailed lesson
plans was that what is obtaining in the schools and what student teachers are taught at university is different. It
becomes a cause for concern on how students can learn on the job if what they were taught in theory and practical
expectations are different. Policies of departments at school and those at universities are seriously affecting the
preparedness of student teachers. In most cases student teachers disregard lecturers expectations when they come
into the schools because schools demand that they implement school and district expectations. One student teacher
had this to say,
We are at a loss as what to do because most of the things we are taught at college are considered
inappropriate when we are here. Here, they want the scheme cum plan but we were taught to do scheming
and planning separately. They want the scheme to have lesson by lesson evaluation but our lecturers want
summative evaluation to be done at the end of the week.

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 Student Teachers State of Preparedness to Teaching: A Case Study of Hurungwe District in Zimbabwe

The above sentiment was supported by one lecturer who expressed disappointment towards student
teachers who get into the schools and ignore what they were taught at college in the name of conformity to school
policies and expectations. She had this to say,
For me, its funny that some students ignore everything that we teach them at college and do other things
and when you ask them why, they talk about school and departmental policies. We expect them to follow
what we teach them at college and where school policies are contrary to our expectations, then we will
explain as a college or even change the location of the student teacher to a more friendly environment.

An analysis of the students sentiment and that of the lecturer brings out interesting factors that are
affecting student teachers level of preparedness. There is no strong networking between expectations by the
Ministry, provincial and district officials on one hand and those of college lecturers on one hand. In a number of
cases, both student teachers and lecturers pointed out that after the first visit, most student teachers scheme and plan
anew. This also creates pressure on the student teacher who would have to redo most of the work but at the same
time work forward on more work plans.
Lecturers also considered the time taken by training institutions to prepare students for teaching practice as
a major factor affecting student preparedness during teaching practice. One of the lecturer interviewees states,
These students lack thorough preparation especially the bridging students. It seems to me that the
preparation period is too short. Imagine that these students have only one semester at college and in the
next semester they are on teaching practice. During the same semester they will be covering many more
modules and I feel there is no adequate training time for students before they leave for practice.

Observations by the researchers also confirm the sentiments of the lecturer. Five students were found with
virtually nothing. They were still trying to gather materials to produce a file. What was worrying was that it has
become university policy that students should proceed to teaching practice after passing an assignment on file
preparation, micro-teaching and resource production. This revelation raises questions on the sincerity of lecturers in
student teacher preparation.
In agreement, one lecturer pointed out that,
They cannot even make a chart. They need skills in writing on the board, layout of work and even lesson
presentation.

These skills are critical and pertinent to teaching and learning situations and they should be developed
while the student teacher is still at college. The teacher needs to identify relevant media and should know when and
how to use it during the lesson. The absence of such fundamental skills points to a lack of a well consolidated micro-
teaching programme when the student will still be at the pre-teaching practice stage.
One area that was found to be negatively affecting preparedness of student teachers was in the area of teaching
content. Key to lesson presentation is the articulation of content knowledge and pedagogic knowledge knowledge
of the subject itself and how it should be delivered for student mastery. Pedagogic knowledge entails understanding
the nature of the students and how they should be taught.
On a similar note, one lecturer had this to say,
One of the greatest problems is in the area of content. Despite efforts to be well prepared, some of these
students are extremely wanting in terms of subject knowledge. The situation is actually exacerbated by the
fact that in the same group, you have students coming from as different institutions as the students
themselves. This is worse for the bridging programme where most of the training Polytechnic Colleges
operate at different levels.

A study of the qualifications of a number of students on this programme confirmed the sentiments of the
lecturer. A number had diplomas while others had certificates of varying durations. Observations during lesson
delivery also confirmed that student teachers content knowledge were not the same as some were brilliant while
indeed some struggled to articulate teaching content to their classes. On further inquiry, it emerged that very little
space is given to the teaching of the subject content as more emphasis is given to pedagogies on the assumption that
content would have been covered during the general degree, diploma or certificate level. Students were therefore
observed to struggle with content knowledge in as much as they struggle with pedagogic knowledge and this
adversely affected the state of preparedness during teaching practice.
The time taken by supervisors during teaching practice was raised by almost all student teachers and a good
number of lecturers. Below are some of the views,

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 Student Teachers State of Preparedness to Teaching: A Case Study of Hurungwe District in Zimbabwe

At times we are to blame because we are supposed to make a supervisory visit which should be meant to
guide the student. However because of the large numbers and transport problems we end up seeing them
once. Just consider Mashumbi pools. There is nothing you can do.In other cases we observe documents. As
lecturers, we are also giving our students a raw deal. Because we have so many schools to cover during
our visits, remember we now deploy countrywide, principles of pre-observation meetings to calm down
students and post-observation conference to share and align are no longer respected. We used to do
clinical supervision but we can no longer afford. Everything has become final and guidance need by
students is nowhere.

In agreement, another lecturer suggested having two semesters for teaching practice in order to prevent
rushed supervisions only meant to produce a mark profile. He was of the opinion that a well spread supervision
schedule would allow students to take on board suggestions from a previous visitation hence improve student
preparedness for the next visit. Observations by the researchers confirmed the suggestions when it emerged that in a
number of cases, student teachers were punished for not implementing previous suggestions by supervisors. A
number of students argued that they were not being given time to effect suggested changes as there was very little
breathing space between visits.
The excerpt acknowledges the shame state of unpreparedness of some students on teaching practice but
attributes it to the supervision programme which is not adequate. The participants felt that the first visit lecturers (the
university) makes should be supervisory and not assessment. By the time they make the second visit the student will
be familiar with the demands of the trade. In most cases very few students will be found in an appalling state on the
second visit.
The role of personality traits was also highlighted as a strong factor in student teacher preparedness. One
student actually acknowledged that,
Its sheer laziness and nothing else. Students just relax thinking that no lecturer would dare travel to such
remote and distant places.

The unpreparedness of students could be attributed to some extent on the geographical location of their
practicing schools. Contrary and surprisingly, some students in the same conditions had their work up to date.
Lecturers and students concurred that teaching is a calling and despite artificial efforts to be teachers among some
of the students their true colours are always portrayed when they go out for teaching practice. It was pointed out that
despite support from schools, colleagues and lecturers, some students would always be unprepared for teaching
practice and one lecturer was emotional about such student teachers,
There are some students who are not teacher material. They are lazy and they dont care. You sometimes
wonder how such people came to be student teachers but in these days of economic hardships people try
anything. I always imagine when such people stand in a class with my own children and I get afraid. Such
people who do not care about the future of children should never be given the opportunity to be permanent
teachers and teaching practice is the only opportunity to stop such a mess.

Contrary however, some students in the same area were found to be well prepared,
A a zvinhu zvake zvakarongeka mufunge ndamupa distinction (Some had their work in order. I gave
someone a distinction). Akato introducer F/F pachikoro (She had introduced Fashion & Fabrics at the
school) and is getting the support from the community.

The previous excerpts show that student preparedness is sometimes intrinsic. There are some who really
love their work. They are self driven and motivated regardless of their working conditions. These are the individuals
who have high efficacy. They can define and determine their own destiny (Bandura,1982). In one case student
teachers who were at a deplorable satellite school were found with their records in a good state and one of them has
this to say; as you can see we are happy and we enjoy our work... This response was a testimony of how self
efficacy and motivation positively affect effective teaching and learning amongst student teachers and teachers in
general.
Another perspective on the unpreparedness of student teachers was found to be role ambiguity. Some of the
students are employed as full time employees and hence are expected to balance university and Ministry work. One
student who was an acting school head had this to say to a lecturer before being assessed;
Sir I really apologise before you supervise me. I know what I am expected to do but because of
administration work I cant cope

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 Student Teachers State of Preparedness to Teaching: A Case Study of Hurungwe District in Zimbabwe

The student teacher had his records incomplete. Whilst most student teachers on part time are full time
employees of the Ministry the challenge comes when one has special responsibilities. In that case one has to balance
both university and ministry work. The challenge also comes when he/she has to be supervised by the mentor since
students are supposed to be under the mentorship of someone. On probing the student teacher who was an Acting
Head on why he would not relinquish his post for studies, he pointed out that he had actually come to the university
to secure the post and was eager to satisfy both demands. This scenario was found to be a strong factor to the level
of preparedness of student teachers. In his evaluations, a number of lessons were not carried out because the
teacher had gone for a meeting at the district.
A spirit of collegiality was found to be one other contributing factor to student teachers state of
preparedness. One head had this to say,
Here we encourage members to share as a family hence those who are doing their programmes are
assisted by the qualified. The school also ensures that it supports them with the requisite teaching/learning
materials.

Where team spirit prevails it was evident by the delays members of staff would make in order to ensure that
the student teacher had his/her things in order before lesson observation. In some cases we observed the mentor
assisting the student teacher to carry the teaching practice file.
The administration of the school was also a contributing factor to student teacher preparedness. One
lecturer echoed,
Pachikoro pana Head akarongeka unowana basa rakaitwa [At a school where the head is organized and
duty conscious you find students in a good state of preparedness with everything in place].

The quote confirms our observations of student records. Where the school is duty bound students had at
least a copy of the mentor supervision crit. Concern was also on how student teachers view the whole teaching
practice programme.One student teacher had this to say;
TP yakanakisa unoona kuti taiuraya vana tisati tatanga chikoro basa chete(the TP programme is really
helping us improving on how we teach. You really wonder how we were teaching before embarking on
training. We were killing students)

The state of student teachers preparedness is not only a concern to students themselves but the lecturers as
well. The dilemma is what will be the future of the student if he/she fails and/or if she/he passes undeservedly what
will be the fate of our education. If I fail a student how will I be perceived. The preceding quote explains and
demonstrates the complexities of this dilemma.
Surely, ndakashaya kuti ndodii chaizvo[I had a difficult time], giving students a 30% because most of them
had no lesson plans (DLPs).What will the college authorities say.

The quote suggests that failure by the student to perform above the grade due to unpreparedness is
traumatic also on the part of lecturers. The view that they have failed someone is a great concern. One lecturer had
this to say,
The supervision instrument is very friendly to the student. If you are weak in teaching and strong in
records (documentation) you can pass but some of these students are really lazy. At times you cannot do
anything to pass them!

One student who was awarded a failing mark had to say this to the lecturers whilst holding on to their
vehicle, Saka mhuri yangu moda kuti idii.[so how do you expect my family to survive]. The quote shows that at
times even mature students who have families to take care of are found wanting only to realize the repercussions
after they have failed.
The study also solicited from participants challenges experienced during the teaching practice. One student had to
narrate,
Sir, the work is too much; documentation and planning. Some of the classes are too big. At times we dont
have qualified mentors. Schools do not provide us with teaching learning materials such as markers and
manila.

The other student had to say this,

You need to inform us in advance of your visit. Vamwe vana vacho havagoni , chirungu chacho
hachiiti[some of the children are so dull and their English is poor]

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Very few students cited challenges of teaching/learning material as most of them were on full time
employment and could spare some money to buy manila for charts.
Lecturers on the other hand complained of the bad state of the roads as said by one lecturer,
Some of the schools are inaccessible. We need all terrain vehicles as it is not proper not to observe students
teach. We should ensure that we observe students at least once then the other one can be records or when the worse
comes to the worst lets make arrangements so that students can teach at a school accessible to the lecturers.
On the other hand another lecturer had to say this,
For the sake of the nation student teachers should be given what they deserve; pass or fail. If they are
distinctive its ok. If he/she fails a second chance should be given.

VI. Discussion of findings.

Several reasons were proffered for contributing towards student teachers state of preparedness. This confirms
Blundens (2000) view that university lecturers visits to novice teachers are beset with problems. These problems
can relate to the students or can be of a distal in nature, implying that they are more distant and related to university
administration. Findings from the study pointed out to attitude as one of the major determinants of students state of
preparedness. The study revealed that most students who were found wanting elicited negative attitude towards their
work. The attitude could manifest in complacency, mere laziness and lack of interest. Demeke (2014) in a study to
explore student teachers views of the post graduate diploma students in Ethiopia established that the majority of
students lacked inherent interest towards the teaching profession as they joined it due to lack of other jobs. This
could be true for the students under study as results showed that some could not bother as they come from affluent
families. Whether they fail or not they would be cared by their families. In concurrence with Demeke (2014) it
emerged from the study that there are some students who have not been called to the teaching profession at all.
Such students, in spite of the efforts of schools, mentors, university and lecturers, will not bother to prepare. These
are just opportunists trying to carve a living without the requisite attitude and responsibility towards pupils lives.
Participants as well cited too much work, lack of mentors and support from the school. Similarly, Wambugu
(2013) established in a study of pre-service students that the reasons for the difficulties student teachers experience
were due to lack of mentors, inappropriate mentors, general work place circumstances and lack of time. Whilst Abo
Nimreh (2003) asserts that success depends on a mentor as a critical friend of the student teacher participants for the
current study could have a challenging scenario since most of them were full time teachers. Sometimes they could
not want to swallow their pride by being supervised by colleagues who might happen to be their subordinates. A
particular case could be of students who could be holding administrative roles. Blunden (2000) however proffers
that student teachers who elicit cooperation, sense of humour, receptivity to ideas, enthusiasm, commitment,
dedication more often than not are found not wanting by their supervisors. These are the traits mentors also expect
of student teachers if they are to effectively discharge their teaching practice duties. Ingersoll and Strong (2011)
warn that administration roles were a source of problems for the trainee and hence student teachers in administrative
roles can exploit positively these traits to their advantage if other peers can assist them effectively.
The study also established that some students defy the odds of operating in a remote environment by performing
extremely well. One lecturer had this to say, There is no point I could not give her a distinction This also
confirms Wambugus (2013) and Abo Nimrehs (2003) view that being open, prepared to new ideas and willing to
learn are the bedrock of good mentor/mentee relationship as well as success for the student teacher. Student teachers
who exhibit such attitudes more often than not get the support of the school administration and teaching and learning
materials as well as other paraphernalia for the trade are made available to them. In another sense these are the
students who have been called to the profession. They exhibit high levels of self efficacy and they are imbued with
capabilities which define what is human.
On the contrary some student teachers from distant schools were found relaxed and sitting on their laurels
expecting no lecturer to visit them. These were the students who expected teaching practice visits not to be prompt.
They expected to be informed in advance so that they can prepare. Teaching practice should instill in student
teachers a spirit of consciousness of their future profession as teachers. Wambugu et al. (2013:170) concur that
Teaching practice should help students develop their own potentials which will help them to perform as teachers
with a lot of precision. These include skills in lesson planning, visualizing, class control, decision making and
problem solving. Over and above a well trained teacher should simplify knowledge for students taking into account
their varied social and cultural backgrounds. What it implies is that student teachers who exude complacency due to
the remoteness of their locality as well as blaming learners for their complacency are far from being effective
teachers.
Such caliber of student teachers who in most cases do not meet the grade subject lecturers to psychological
stress. Wambugu et al.(2013), observe that anxiety correlates positively with teaching practice related problems.

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 Student Teachers State of Preparedness to Teaching: A Case Study of Hurungwe District in Zimbabwe

Student teachers who are often found in an unprepared state pose serious psychological problems on supervisors-
how they will explain that to their authorities or what will be the fate of such students considering that assessment
contributes to the final assessment of the student. Imagine giving a 0% or 30% to almost five students how do
you feel? You appear ruthless! said one lecturer. This explains the kind of stress or trauma lecturers can experience
when they encounter an unprepared student. The implication is that unprepared students sometimes lead the
lecturers to renege their professional ethics by passing someone who does not meet the grade. Wambugu et al. (ibid)
argues that qualified and competent teachers have critical roles to play in determining their countrys development
and prosperity. The dilemma is; is the incompetent teacher not causing harm on the students and the development of
the country. We still submit that lecturers should be as objective as possible when supervising students on teaching
practice.
Findings from the study show that student teachers require thorough preparation before embarking on teaching
practice. Yilmaz (2008), argues that teachers who lack an adequate understanding of the conceptual foundations of
the subject they teach are likely to misrepresent content by simplifying or complicating it where the opposite would
be correct. The same position is also advanced by Seixas (2010) who states that content knowledge and pedagogy
should always be well balanced. The study however portrayed that in a number of cases, student teachers were
lacking in content, especially those for the Bridging Programme. Increasing content modules was considered as a
measure to balance student teacher preparation. It also emerged from the findings that the caliber of students need
thorough scrutiny. Thus, their entry qualifications should be subject to scrutiny as qualifications of students prior to
joining the training programme seem to be quite critical in determining their success.
There are a number of contradictions between the expectations of the universities and Ministry, District and
School policies of instruction (Mapetere,2015). Such contradictions were confirmed by the findings where for
example, the student teacher is expected to separate scheming and planning. Such contradictions are more
pronounced when it comes to primary level. Student teachers are therefore caught in between the host school
expectations and those of their own lecturers. It was going to be very useful if training institutions and Ministry of
Primary and Secondary Education would harmonize their policies and expectations.
Despite the fact that most of the bridging teachers are full time teachers with substantial teaching experience,
the majority of the participant student teachers acknowledged that they gained a lot through teaching practice and do
not regret joining the teaching training programme. Whilst the perception at the onset of the programme was
negative it tends to be positive with time. You really see that we were killing the students, says one student
teacher. This confirms the importance of the teaching practice.

VII. Conclusion
The study offered a vision of factors affecting the state of preparedness of student teachers as a complex issue which
cannot be explained by a single factor. The attitude of the student has great influence on his/her discharge of duties
on TP. Student teachers attitudes can enable or disenable one to see teaching practice as a tentative and tangential
process which is not an end in itself but a means to increasing teaching abilities. Discordance between training
institutions, host schools and Ministry policies is hindering student preparedness and permanently injuring the
teaching profession. It does not help any of the stakeholders and the system ultimately to set varied expectations and
standards. The result is confusion to student teachers and mistrust culminating in poor standards of instruction in
schools. There is need to adequately balance the pedagogic and content knowledge of students for there is no enmity
between content and pedagogy. Many student teachers have so much which they do not know in terms of how to
deliver but it is also true that many know various delivery strategies but have nothing to deliver. A balance is
needed.

VIII. Recommendations
1. The selection process of student teachers should be consolidated to include academic, social and
personality tracking. The concept of unhu/ubuntu is real in student preparedness. Where student teachers
understand that they belong to pupils and pupils belong to them, they take their work seriously.
2. A closer networking between teacher training institutions schools, districts and Ministry should be
enhanced to minimize contradictions and discordance in policies and expectations. Workshops involving all
stakeholders may help in this regard.
3. More research in other districts may help in revealing other factors impacting on student teachers. Students
from other training institutions may be involved in such a study to see if variations to findings occur.

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 Student Teachers State of Preparedness to Teaching: A Case Study of Hurungwe District in Zimbabwe

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