Teaching practice: Experiences of pre-service physics teachers
Abiodun Adekunle Bada 1 * , Loyiso C. Jita 1
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1 Faculty of Education, University of the Free State, Bloemfontein, SOUTH AFRICA* Corresponding Author

Abstract

The experience pre-service teachers take to the teaching profession go a long way to determine their success level. This experience is usually learnt consciously or unconsciously, developed, and improved during their professional teacher training program. This paper adopts the concurrent mixed methods research approach to investigate the experiences of pre-service physics teachers after completing 2019/2020 teaching practice exercise. The investigation involved 84 final year college of education students in Nigeria. A semi structured questionnaire, which allows the collection of quantitative and qualitative strands of data simultaneously was used. Dewey’s (1963) theory of experience was adopted to unpack the experiences of pre-service teachers. Findings from this study revealed that secondary schools have qualified physics teachers who have good mastery of the subject matter. This study concludes that experience pre-service teachers have during teaching practice exercise has capacity to determine how far they would go in profession.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 6, June 2023, Article No: em2281

https://doi.org/10.29333/ejmste/13233

Publication date: 01 Jun 2023

Online publication date: 30 Apr 2023

Article Views: 1081

Article Downloads: 820

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