Reforming School Experience in Pre-Service Teacher Preparation for Quality Teacher Graduates

Abstract

It is well a known fact that quality teaching is key to
learning. This means that the quality of schools depends
largely on teachers. In the same way, the quality of
teachers depends on the institutions that prepared
them. Therefore, school experience in pre-service
teacher preparation is central because, it is during the
practicum that trainees are given an opportunity to apply
theories that they learnt and also observe experienced
teachers’ lessons. It is also during practicum that
trainee teachers are availed an occasion to work with
real learners (pupils). In this vein, then, there is need to
have a school experience which is effective. This can
only occur if it is properly structured, well financed and
adequately staffed. This paper will provide a situational
analysis of the common practices of school experience
at the University of Zambia. The problematisation of
the situation will be followed by arguing for elements
which make school experience in pre-service teacher
preparation effective and responsive to the demands
of 21st century didactics. Some of the elements will
include the restructuring of the practicum, adequate
financing and relooking at practicum implementation
needs. The paper will conclude by reiterating the fact
that the quality of teachers in schools (and lack of it) is
largely a result of the nature of the school experience
they underwent. Finally, the paper will submit a
suggestion for a rethink and reformation of school
experience in Zambia if the goal of producing quality
teacher graduates is to be realised.