The effects of teaching practice on primary school pupils

Abstract

The consideration of pupils' perspectives as regards their evaluation of the teachers' pedagogies is still a debatable issue in the field of Education. Thus, this study is intended to address a missing dimension in this realm since the pupils themselves are constantly at the receiving end. The study aims to explore how the teaching practicum exerts its influence on pupils. The main issues examined concern the personal and professional dimensions of a teacher, the learning environment and the relationships occurring within it, the ways in which student teachers are being prepared to teach effectively and last but not least, the way in which pupils perceive the teaching-learning process. This research was conducted by means of observations and semi-structured interviews with co-operating teachers, 2000-2004 B.Ed. (Hons.) and 1998-2002 B.Ed. (Hons.) student teachers and pupils. After analysing the feedback obtained it was evident that teachers, student teachers and pupils agreed upon the fact that there exist a number of essential qualities that pertain to the personal and professional dimensions of an effective teacher. Pupils have certain expectations regarding these qualities that need to be met either by their teacher or by their student teacher. This therefore shows the importance for student teachers to possess the teaching qualities that are fundamental in catering for all of the pupils' needs.