Managing School Based Studies in Namibia’s Zambezi Region: Navigating Challenges in the Practicum Triad

Africa Zulu, Mutendwahothe Walter Lumadi


This study examined the challenges besetting the teaching practicum and the varying roles of individual members of the practicum triad comprising the university, the student teacher and the support school during the practicum component of primary teacher education at the University of Namibia’s Katima Mulilo Campus, Zambezi Region. It sought to establish the perceptions of university lecturers and support teachers about the effectiveness of the pre-deployment preparedness of student teachers before their attachment to practicum schools and to as well establish the facets of the school participation within the triad which are most effective in supporting student teachers throughout their school based practicum. Suggestions from support teachers, student teachers and the University of Namibia’s Faculty of Education were collated in efforts to foster an effective practicum partnership. This study thus posits a view that school-based teaching practica should provide the pre-service student teachers with opportunities to be exposed to the contextual realities of teaching and other related professional activities through the development of sustainable norms and a continuum of realistic practicum partnerships which should take on board all stakeholders.

DOI: 10.5901/mjss.2014.v5n20p2841

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Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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