Teaching Practice Assessment by Video Lessons. Representations of Undergraduate Student Teachers at a Selected University in Zimbabwe

Hahlani Onismo Stephen, Chipambwa Walter, Sithole Aleck and Moyo Mlungisi
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Hahlani Onismo Stephen: National University of Science and Technology, Department of Art Design and Technology Education.
Chipambwa Walter: Chinhoyi University of Technology, School of Art and Design
Sithole Aleck: National University of Science and Technology, Department of Technical and Engineering Education and Training.
Moyo Mlungisi: United College of Education: Department of Teacher Education

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 9, 2869-2877

Abstract: This qualitative study explores the experiences of Zimbabwean University in-service student-teachers’ in video teaching practice supervision during and in the post Covid 19 pandemic era. Purposive sampling was used to select respondents from one University. Data was collected using open-ended questionnaires from a sample of twenty-three part two in-service student-teachers on teaching practice. The qualitative data obtained was coded and analysed verbatim. The results showed that student teachers met innumerable problems that ranges from lack of recording skills, lack of advanced recording tools, electricity outages, unavailability and unstable internet services during video lesson teaching practice. Results also revealed that there was elimination of stress developing from physical assessment, introspection of one’s personal teaching, teaching in the natural setting, enhancement of one’s teaching skills and techniques. The study recommends provision of advanced recording tools, reliable internet facilities in the country’s secondary schools, provision of reliable power backup services and training on lesson recording for enhancement of quality student practice and assessment.

Date: 2024
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