Teaching practice as internship

Abstract

Learning to teach is a multi-dimensional process that extends beyond the three main components of preservice teacher preparation that include: imparting subject content knowledge, pedagogical knowledge and the practical aspect that introduces school-based experiences. While these three components are important aspects of preparation as offered by universities and teacher training colleges, the practical component herein referred to as the Practicum or teaching practice holds a very special place basically because it provides an opportunity for theory to be turned into practice. For the student-teacher, practicum is an opportunity to understand the dynamics of classroom teaching, while for the faculty, it is an opportunity to observe how their students apply knowledge acquired in the lecture halls. On the other hand, research and literature in the field of teacher education agree that if practicum is not well designed, it can lead to limited experiences for the student-teacher that may not prepare them well for the profession while also leading to high attrition in the profession. This chapter examines the aspect of teaching practice from literature and studies and then engages in an analysis of models of teaching practice used in Kenyan institutions of higher learning. The chapter then proposes a re-conceptualization of practicum to internship that will involve an extended period placed in the final year of the teacher training program; mentoring of student-teachers by practicing teachers and, the establishment of partnerships among schools and institutions that train teachers leading to an internship-like program.