What Mismatch Challenges are there between What Teacher Education Institutions Teach and What is Expected at Work Place? Retrospective Views of Secondary School Teachers from Tanzania and Malawi Studying in China.
Keywords:
mismatch, teacher education, pre-service education, novice teachers.Abstract
This study sought to establish what mismatch challenges, contradictions and tensions novice pre-service teachers faced as they started teaching in secondary schools in Tanzania and Malawi. Using the qualitative approach, through snowballing methodology, 19 teachers were interviewed using purposive non-random probability sampling in universities in Chin. These were students who had gone through pre-service teacher education and had been teaching in Tanzania and Malawi. All the participants had their first degrees in teacher education and were then studying in China. The results from their retrospective reflections revealed that these teachers experienced lots of perceived mismatches, contradictions and tensions as beginner teachers. The mismatches include different expectations between the schools and the college supervisors, difficulty to apply theories learned, and dissatisfactions with restrictions on the courses they were compelled to learn as education students.
The study suggests that there should be a‘re-think’ about what happens to pre-service teacher education with reference to when novice teachers enter into teaching in order to help them smoothly ‘initiated’ and adapt to the teaching profession.
References
[1]. Malawi Government: Education Management Information System. Lilongwe: MOEST, 2013.
[2] UCOSOC: Imperative for Quality Education for All in Africa: Ensuring equity and enhancing teaching quality. Lome: UNICEF and UNESCO with input from UNECA, 2011.
[3] 2013/4 Global Monitoring Report: Making quality teachers a global priority.
[4] Chivore, B. R.: "Recruitment and Training of Non-Graduate SecondaryTeachers in Zimbabwe Since Independence." Ph.D. thesis, University of London, Institute of Education, 1985.
[5] UNESCO: School and Teaching Resources in Sub-Saharan Africa :Analysis of the 2011 UIS Regional Data Collection on Education, UNESCO, 2011.
[7] Association of African Universities: A 2004toolkit for higher education institutions in Africa. This document is available from www.aau.org
[8] Nzilano, J.L.: Pre-service Teachers’ Teaching Competencies: The Experience of
Practicing Teaching in Secondary Schools and Teacher Colleges. African journal of Teacher Education vol 3 no1 (2013) Dar es Salaam University, Tanzania.
[9] Fantilli, R. &. McDougall: A study of novice teachers: Challenges and supports in the first years Teaching and Teacher Education 25 (2009) p.814 .
[10] Georgalaki, K.: Teacher Education and Challenging Children: Contexts and Identities. PhD thesis, Manchester: 2013.
[15] Mtika PDG: Teaching Practice as a Component of Teacher Education in Malawi: An Activity Theory Perspective. Ph.D. Thesis. Nottingham:. University of Nottingham. 2008
[16] Association of African Universities: A 2004 toolkit for higher education institutions in Africa. This document is available from www.aau.org
[17] Education International (EI), ActionAid: The need for quality teachers to achieve EFA. Building strategic partnerships between teachers’ unions and NGOs.
[18] Nzilano, J.L.: Pre-service Teachers’ Teaching Competencies: The Experience of Practicing Teaching in Secondary Schools and Teacher Colleges. African journal of Teacher Education vol 3 no1 (2013) Dar es Salaam University, Tanzania.
[19] Kadzamira, E. C.: Teacher motivation and incentives in Malawi. Zomba: Centre for Education Research and Training, 2006.
[20] Banda, M: Challenges faced by newly recruited teachers in the profession during their first years (unpublished thesis). Lilongwe: Bunda, 2015.
[21] Mtika PDG: Teaching Practice as a Component of Teacher Education in Malawi: An Activity Theory Perspective. Ph.D. Thesis. Nottingham:. University of Nottingham. 2008
[22] Kadzamira, E. C.: Teacher motivation and incentives in Malawi. Zomba: Centre for Education Research and Training, 2006.
[23] Nzilano, J.L.: Pre-service Teachers’ Teaching Competencies: The Experience of Practicing Teaching in Secondary Schools and Teacher Colleges. African journal of Teacher Education vol 3 no1 (2013) Dar es Salaam University, Tanzania.
[24] Ji Young Cho & Eun-Hee Lee: Reducing Confusion about Grounded Theory and Qualitative Content Analysis: Similarities and Differences. The Qualitative Report 2014 Volume 19, Article 64, 1-20.
[25] Patricia Yancey Martin & Barry A. Turner, "Grounded Theory and Organizational Research," The Journal of Applied Behavioural Science, vol. 22, no. 2 (1986), 141.
[26] Rogers, E.M. Diffusion of Innovations, 5th Ed. New York: The Free Press, 2003.
[27] Langyintuo, A., & Mekuria, M. (2008). Assessing the influence of neighborhood effects on the adoption of improved agricultural technologies in developing agriculture. African Journal of Agricultural and Resource Economics, 2(2), 151-169.
[28] Chiputwa, A. Langyintuo et P. Wall, (2011). Adoption of Conservation Agriculture Technologies by Smallholder Farmers in the Shamva District of Zimbabwe: A Tobit application.(Publisher unknown: http://ageconsearch.umn.edu/bitstream/98851/2/Chiputwa_etal_SAEA_Paper.pdf)
[29] Mtika PDG: Teaching Practice as a Component of Teacher Education in Malawi: An Activity Theory Perspective. Ph.D. Thesis. Nottingham:. University of Nottingham. 2008
[30] Banda, M: Challenges faced by newly recruited teachers in the profession during their first years (unpublished thesis). Lilongwe: Bunda, 2015 .
[31] Koutselini & Persianis, A Theory practice Divide in teacher education and the role of the Traditional Values. Teaching in Higher Education. 5[4] 514.
[32] Nzilano, J.L.: Pre-service Teachers’ Teaching Competencies: The Experience of Practicing Teaching in Secondary Schools and Teacher Colleges. African journal of Teacher Education vol 3 no1 (2013) Dar es Salaam University, Tanzania.
[33] Moir, E. : Phases of first year teaching. Santa Cruz CA:University of Califonia, New Teacher Center. Retrieved April, 2004 Tye, B.B. and O Brien, L.(2002 September). Why are experienced teachers leaving the profession?
[34] Little, J.W., The mentor phenomenon and the social organization of teaching, Review of Research in Education, NY: 1990.
[35] Veenman ,S: Perceived problems of beginning teachers. Review of Educational Research, 1984
[36] Mtika PDG: Teaching Practice as a Component of Teacher Education in Malawi: An Activity Theory Perspective. Ph.D. Thesis. Nottingham:. University of Nottingham. 2008
[37] http://en.wikipedia.org/wiki/Snowball_sampling
[38] Creswell & Plano Clark. 4th Ed. Designing and Conducting Mixed Methods Research. California: SAGE Publications, Inc., 2011.
[39] White, Introduction to Research in Education. New York: Longman, 2003.
[40] Mtika PDG: Teaching Practice as a Component of Teacher Education in Malawi: An Activity Theory Perspective. Ph.D. Thesis. Nottingham:. University of Nottingham. 2008.
[41] Song, Cambodian teachers' responses to child-centered instructional policies: A mismatch between beliefs and practices; Teaching and Teacher Education, Vol. 50, Aug. 2015, Pps. 36–45.
[42] Fry, S. W. (2007). First-year teachers and induction support: Ups, downs, and in-betweens. The Qualitative Report, 12(2), 216–237.
[43] Mtika PDG: Teaching Practice as a Component of Teacher Education in Malawi: An Activity Theory Perspective. Ph.D. Thesis. Nottingham:. University of Nottingham. 2008.
[2] UCOSOC: Imperative for Quality Education for All in Africa: Ensuring equity and enhancing teaching quality. Lome: UNICEF and UNESCO with input from UNECA, 2011.
[3] 2013/4 Global Monitoring Report: Making quality teachers a global priority.
[4] Chivore, B. R.: "Recruitment and Training of Non-Graduate SecondaryTeachers in Zimbabwe Since Independence." Ph.D. thesis, University of London, Institute of Education, 1985.
[5] UNESCO: School and Teaching Resources in Sub-Saharan Africa :Analysis of the 2011 UIS Regional Data Collection on Education, UNESCO, 2011.
[7] Association of African Universities: A 2004toolkit for higher education institutions in Africa. This document is available from www.aau.org
[8] Nzilano, J.L.: Pre-service Teachers’ Teaching Competencies: The Experience of
Practicing Teaching in Secondary Schools and Teacher Colleges. African journal of Teacher Education vol 3 no1 (2013) Dar es Salaam University, Tanzania.
[9] Fantilli, R. &. McDougall: A study of novice teachers: Challenges and supports in the first years Teaching and Teacher Education 25 (2009) p.814 .
[10] Georgalaki, K.: Teacher Education and Challenging Children: Contexts and Identities. PhD thesis, Manchester: 2013.
[15] Mtika PDG: Teaching Practice as a Component of Teacher Education in Malawi: An Activity Theory Perspective. Ph.D. Thesis. Nottingham:. University of Nottingham. 2008
[16] Association of African Universities: A 2004 toolkit for higher education institutions in Africa. This document is available from www.aau.org
[17] Education International (EI), ActionAid: The need for quality teachers to achieve EFA. Building strategic partnerships between teachers’ unions and NGOs.
[18] Nzilano, J.L.: Pre-service Teachers’ Teaching Competencies: The Experience of Practicing Teaching in Secondary Schools and Teacher Colleges. African journal of Teacher Education vol 3 no1 (2013) Dar es Salaam University, Tanzania.
[19] Kadzamira, E. C.: Teacher motivation and incentives in Malawi. Zomba: Centre for Education Research and Training, 2006.
[20] Banda, M: Challenges faced by newly recruited teachers in the profession during their first years (unpublished thesis). Lilongwe: Bunda, 2015.
[21] Mtika PDG: Teaching Practice as a Component of Teacher Education in Malawi: An Activity Theory Perspective. Ph.D. Thesis. Nottingham:. University of Nottingham. 2008
[22] Kadzamira, E. C.: Teacher motivation and incentives in Malawi. Zomba: Centre for Education Research and Training, 2006.
[23] Nzilano, J.L.: Pre-service Teachers’ Teaching Competencies: The Experience of Practicing Teaching in Secondary Schools and Teacher Colleges. African journal of Teacher Education vol 3 no1 (2013) Dar es Salaam University, Tanzania.
[24] Ji Young Cho & Eun-Hee Lee: Reducing Confusion about Grounded Theory and Qualitative Content Analysis: Similarities and Differences. The Qualitative Report 2014 Volume 19, Article 64, 1-20.
[25] Patricia Yancey Martin & Barry A. Turner, "Grounded Theory and Organizational Research," The Journal of Applied Behavioural Science, vol. 22, no. 2 (1986), 141.
[26] Rogers, E.M. Diffusion of Innovations, 5th Ed. New York: The Free Press, 2003.
[27] Langyintuo, A., & Mekuria, M. (2008). Assessing the influence of neighborhood effects on the adoption of improved agricultural technologies in developing agriculture. African Journal of Agricultural and Resource Economics, 2(2), 151-169.
[28] Chiputwa, A. Langyintuo et P. Wall, (2011). Adoption of Conservation Agriculture Technologies by Smallholder Farmers in the Shamva District of Zimbabwe: A Tobit application.(Publisher unknown: http://ageconsearch.umn.edu/bitstream/98851/2/Chiputwa_etal_SAEA_Paper.pdf)
[29] Mtika PDG: Teaching Practice as a Component of Teacher Education in Malawi: An Activity Theory Perspective. Ph.D. Thesis. Nottingham:. University of Nottingham. 2008
[30] Banda, M: Challenges faced by newly recruited teachers in the profession during their first years (unpublished thesis). Lilongwe: Bunda, 2015 .
[31] Koutselini & Persianis, A Theory practice Divide in teacher education and the role of the Traditional Values. Teaching in Higher Education. 5[4] 514.
[32] Nzilano, J.L.: Pre-service Teachers’ Teaching Competencies: The Experience of Practicing Teaching in Secondary Schools and Teacher Colleges. African journal of Teacher Education vol 3 no1 (2013) Dar es Salaam University, Tanzania.
[33] Moir, E. : Phases of first year teaching. Santa Cruz CA:University of Califonia, New Teacher Center. Retrieved April, 2004 Tye, B.B. and O Brien, L.(2002 September). Why are experienced teachers leaving the profession?
[34] Little, J.W., The mentor phenomenon and the social organization of teaching, Review of Research in Education, NY: 1990.
[35] Veenman ,S: Perceived problems of beginning teachers. Review of Educational Research, 1984
[36] Mtika PDG: Teaching Practice as a Component of Teacher Education in Malawi: An Activity Theory Perspective. Ph.D. Thesis. Nottingham:. University of Nottingham. 2008
[37] http://en.wikipedia.org/wiki/Snowball_sampling
[38] Creswell & Plano Clark. 4th Ed. Designing and Conducting Mixed Methods Research. California: SAGE Publications, Inc., 2011.
[39] White, Introduction to Research in Education. New York: Longman, 2003.
[40] Mtika PDG: Teaching Practice as a Component of Teacher Education in Malawi: An Activity Theory Perspective. Ph.D. Thesis. Nottingham:. University of Nottingham. 2008.
[41] Song, Cambodian teachers' responses to child-centered instructional policies: A mismatch between beliefs and practices; Teaching and Teacher Education, Vol. 50, Aug. 2015, Pps. 36–45.
[42] Fry, S. W. (2007). First-year teachers and induction support: Ups, downs, and in-betweens. The Qualitative Report, 12(2), 216–237.
[43] Mtika PDG: Teaching Practice as a Component of Teacher Education in Malawi: An Activity Theory Perspective. Ph.D. Thesis. Nottingham:. University of Nottingham. 2008.
Downloads
Published
2016-07-20
How to Cite
Mkandawire, M. T., N. Mwanjejele, J., Zubing Luo, P., & Ruzagiriza, A. U. (2016). What Mismatch Challenges are there between What Teacher Education Institutions Teach and What is Expected at Work Place? Retrospective Views of Secondary School Teachers from Tanzania and Malawi Studying in China. American Scientific Research Journal for Engineering, Technology, and Sciences, 22(1), 39–49. Retrieved from https://asrjetsjournal.org/index.php/American_Scientific_Journal/article/view/1752
Issue
Section
Articles
License
Authors who submit papers with this journal agree to the following terms.
