Hostname: page-component-78c5997874-t5tsf Total loading time: 0 Render date: 2024-11-05T16:34:28.545Z Has data issue: false hasContentIssue false

Training music teachers through distance learning: The case of teaching practice mentoring at one primary school teacher training college in Zimbabwe

Published online by Cambridge University Press:  20 November 2015

Sithulisiwe Bhebhe
Affiliation:
University of Swaziland, Private Bag 4, Kwaluseni M201, [email protected], [email protected]
Tawanda Runhare
Affiliation:
School of Education, University of Venda, Bag X5050, Thohoyandou 0950, South [email protected], [email protected], [email protected]
Ratau John Monobe
Affiliation:
School of Education, University of Venda, Bag X5050, Thohoyandou 0950, South [email protected], [email protected], [email protected]

Abstract

This study sought to examine the quality of teaching practice (TP) mentoring in the teaching of music at primary school level through the distance mode of training at one college of education in Zimbabwe. The study examined the experiences and perceptions of lecturers and student teachers on TP mentoring in music within the context of a distance mode of teacher training. A purposive sample of 17 music student teachers and 11 lecturers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were used to collect data. The main conclusion from the study was that the distance approach to teacher training was not effectively utilised for teacher preparation in music due to inadequate music knowledge and skills of mentor teachers as well as weaknesses of the school curriculum. Recommendations drawn from these conclusions are that the teaching practice period should not be the same for all subjects and more demanding subjects such as music deserve to be practiced more. Student teachers specialising in music must be placed for teaching practice where there are music specialist teachers. This study also recommends that the placement of music student teachers for teaching practice be undertaken jointly by the teaching practice coordinators and the music specialist lecturer.

Type
Research Article
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

BHARGAVA, A. (2009) Teaching practice for student teachers of B.Ed programme: issues, predicaments and suggestions. Turkish Online Journal of Distance Education, 10, 101113.Google Scholar
BOTHA, D. (2010) School for Initial Teacher Education: Teaching Practice. Unpublished Doctoral Thesis, Nelson Mandela Metropolitan University, Port Elizabeth. www.nmmu.ac.za/sptee.Google Scholar
CARTER, M. & FRANCIS, R. (2001) Mentoring and beginning teachers' workplace learning. Asia Pacific. Journal of Teacher Education, 29, 249262.CrossRefGoogle Scholar
COHEN, L., MANION, L. & MORRISON, K. (2011) Research Methods in Education. 7th edn. London: Routledge.Google ScholarPubMed
D'ABATE, C. P. & EDDY, E. R. (2008) Mentoring as a Learning Tool: Enhancing the Effective of an Undergraduate Business Mentoring Program. www.informaworld.com.CrossRefGoogle Scholar
GLEDHILL, S. E., ABBEY, J. A. & SCHWEITZER, R. (2008) Sampling methods; Methodological issues involved in the recruitment of older people into a study of sexuality. Australian Journal of Advanced Nursing, 26, 8494.Google Scholar
JONES, S. R., TORRES, V. & ARMINIO, J. (2014) Negotiating the Complexities of Qualitative Research in Higher Education: Fundamental Elements and Issues. New York, NY: Routledge.Google Scholar
KANGAI, C. & BUKALIYA, R. (2011) Teacher development through open and distance learning: the case of Zimbabwe. International Journal on New Trends in Education and their Implications, 2, 124141.Google Scholar
LEEDY, P. D. & ORMROD, J. E. (2010) Practical Research: Planning and Design. 10th edn. Boston, MA: Pearson Education International.Google Scholar
LYND, M. (2005) Fast-track teacher training: models for consideration for southern Sudan. http://people.umass.edu/educ870/teacher_education/Documents/Lynd%20-%20Fasttrack%20Southern%20Sudan.pdf.Google Scholar
MAPHOSA, R. & NDAMBA, G. T. (2012) Supervision and assessment of student teachers: a journey of discovery for mentors in Bulawayo, Zimbabwe. Journal of Emerging Trends in Educational Research And Policy Studies (JETERAPS), 3, 7682.Google Scholar
MATTSON, E. (2006) Field Based Methods of Primary Teacher Training. Case Studies of Student Support Systems from Sub Saharan Africa. International Research Foundation for Open Learning (IRFFOL). http://r4d.dfid.gov.uk/PDF/Outputs/SkillsForDev/EducationalPaper_No63.pdf.Google Scholar
MAVHUNGA, P. J. (2004) A study of the role of teacher – mentors in the supervision of secondary school student teachers on teaching practice attachment. Zimbabwe Journal of Educational Research, 16, 5369.Google Scholar
MAYES, A. S. & BURGESS, H. (2010) Open and distance learning for initial teacher education. In Danaher, P. A. & Umar, A. (Eds), Perspectives on Distance Education: Teacher Education Through Open and Distance Learning, pp. 3546. Vancouver: Commonwealth of Learning.Google Scholar
MCMILLAN, J. H. & SCHUMACHER, S. (2010) Research in Education. Evidence Based Inquiry. 7th edn. Upper Saddle River: NJ: Pearson Education.Google Scholar
MORSE, J. M. (2007) Sampling in grounded theory. In Bryant, A. & Charmaz, K. (Eds), The Sage Handbook of Grounded Theory. Thousand Oaks, CA: Sage.Google Scholar
PERRATON, H. (2010) Teacher Education: the Role of Open and Distance Learning. London: Commonwealth of Learning.Google Scholar
POSTLE, G. & TYLER, M. A. (2010) Learning and teaching strategies and practices in teacher education through open and distance learning. In Danaher, P. A. & Umar, A. (Eds), Perspectives on Distance Education: Teacher Education through Open and Distance Learning, pp. 6174. Vancouver: Commonwealth of Learning.Google Scholar
RULE, P. & JOHN, V. (2011) Your Guide to Case Study Research. Pretoria: Van Schaik.Google Scholar
SIMPSON, M. & KEHRWALD, B. (2010) Educational principles and policies framing teacher education through open and distance learning. In Danaher, P. A. & Umar, A. (Eds), Perspectives on Distance Education: Teacher Education through Open and Distance Learning, pp. 2334. Vancouver: Commonwealth of Learning.Google Scholar
UMAR, A. & DANAHER, P. A. (2010) Setting the scene for interrogating teacher education through open and distance learning. In Danaher, P. A. & Umar, A. (Eds), Perspectives on Distance Education: Teacher Education through Open and Distance Learning, pp. 16. Vancouver: Commonwealth of Learning.Google Scholar
WEES, D. (2009) What is the Effect of Technology Training for Teachers on Student Achievement? http://davidwees.com/content/what-effect-technology-training-teachers-student-achievement/Google Scholar