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Maximizing Science Learning through Practical Work in Secondary Schools in Tanzania: Student-Teachers’ Adaptation to Language Supportive Pedagogy

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Bibliographic Details
Title: Maximizing Science Learning through Practical Work in Secondary Schools in Tanzania: Student-Teachers’ Adaptation to Language Supportive Pedagogy
Authors: Festo Nguru
Source: African Journal of Teacher Education, Vol 10, Iss 1, Pp 195-221 (2021)
Publisher Information: University of Guelph, 2021.
Publication Year: 2021
Subject Terms: language supportive practical work, language supportive pedagogy, pre-service science teacher education, secondary science education, collaborative science teacher development, 9. Industry and infrastructure, 4. Education, 11. Sustainability, 10. No inequality, 16. Peace & justice, 7. Clean energy, Education
Description: There is a lack of clarity about the role of practical work in promoting learning and thinking, due to mediocrity in the way it is being handled. This study used mixed methods design to develop through microteaching, LSP integrated practical work to explore its characteristics in order to examine how the student-teachers adapted to the pedagogy in relation to its efficacy in developing science, English language, and pedagogy. The research was conducted at the University of Dodoma. The study involved 63 student-teachers and five lecturers with different specializations. The study was carried out in three cycles at the College of Education. It involved the second-year students who were studying Bachelor of Education in Science, who undertook a Physics Teaching Methods course. Review of lesson plans, achievement tests, classroom observations, and interviews with student-teachers, together with focus group discussions among the lecturers, were used to collect data. The qualitative data were analysed using the thematic analysis approach, while the quantitative data were analysed through repeated measures t-test. The student-teachers were able to plan and implement LSP practical lessons in which case students reported to have enjoyed their participation, sharing of experiences, and the bilingual classrooms. The findings from the repeated measures t-test show that there was a significant rise in the mean scores from pre-test (67.9) to the post-test (80.2), with very much reduced variability (SD) of scores among students from 24.9 (pre-test) to 6.6 (post-test). From interviews with 8 case students after each lesson, it was concluded that the students improved in science content, English language competence, and pedagogy.
Document Type: Article
Other literature type
ISSN: 1916-7822
DOI: 10.21083/ajote.v10i1.6356
Access URL: https://journal.lib.uoguelph.ca/index.php/ajote/article/download/6356/6330
https://doaj.org/article/f78317df4f534145a192b68daf1d2830
https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6356
Rights: CC BY NC ND
Accession Number: edsair.doi.dedup.....7e9d0cc83cdf1fb168cdf0f7feb7d17c
Database: OpenAIRE
Description
Abstract:There is a lack of clarity about the role of practical work in promoting learning and thinking, due to mediocrity in the way it is being handled. This study used mixed methods design to develop through microteaching, LSP integrated practical work to explore its characteristics in order to examine how the student-teachers adapted to the pedagogy in relation to its efficacy in developing science, English language, and pedagogy. The research was conducted at the University of Dodoma. The study involved 63 student-teachers and five lecturers with different specializations. The study was carried out in three cycles at the College of Education. It involved the second-year students who were studying Bachelor of Education in Science, who undertook a Physics Teaching Methods course. Review of lesson plans, achievement tests, classroom observations, and interviews with student-teachers, together with focus group discussions among the lecturers, were used to collect data. The qualitative data were analysed using the thematic analysis approach, while the quantitative data were analysed through repeated measures t-test. The student-teachers were able to plan and implement LSP practical lessons in which case students reported to have enjoyed their participation, sharing of experiences, and the bilingual classrooms. The findings from the repeated measures t-test show that there was a significant rise in the mean scores from pre-test (67.9) to the post-test (80.2), with very much reduced variability (SD) of scores among students from 24.9 (pre-test) to 6.6 (post-test). From interviews with 8 case students after each lesson, it was concluded that the students improved in science content, English language competence, and pedagogy.
ISSN:19167822
DOI:10.21083/ajote.v10i1.6356