Educational Research (ISSN: 2141-5161) Vol. 5(2), pp. 52-57, February 2014. DOI: http:/dx.doi.org/10.14303/er.2013.239. Copyright © 2014 International Research Journals
Full Length Research Paper
Cognition of the role of cooperating teachers during the practicum in Kenya: Teachers of English perspective
Manyasi N. Beatrice (PhD)
Lecturer, Maasai Mara University, School of Arts and Social Sciences, P.0. Box 861- 20500, Narok, Kenya
E-mail: email@example.com; Tel: +254721883793
Received October 24, 2013
The purpose of the study was to establish teachers’ cognition of the rationale of teaching practice and the specific duties of cooperating teachers during the practicum. The findings revealed that participants believed that the rationale of teaching practice was: to enable teachers complete their teacher education programmes, to facilitate student teachers to put teacher education theories into practice and to practice how to teach. Participants believed that the roles played by cooperating teachers or experienced teachers during the practicum were: to ensure that student teachers teach, to remind them to give tests as scheduled, mark and submit marks on time and to monitor filling of the record of work covered books. They did not fully understand all roles of cooperating teachers during the practicum. The study is significant to teacher educators who should equip student teachers with knowledge and positive attitudes as future cooperating teachers and look for ways of disseminating the same knowledge to school administrators and practising teachers.
Keywords: Cognition, cooperating teachers, Practicum, teachers of English, Kenya.