Departure from Generic to Individualised Student Support: A Case of ODeL Teaching Practicum Experiences at Mzuzu University in Malawi

Christopher Mpewe; Robert Kalima

doi:doi:10.11648/j.sjedu.20231101.13

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Departure from Generic to Individualised Student Support: A Case of ODeL Teaching Practicum Experiences at Mzuzu University in Malawi

Christopher Mpewe, Robert Kalima

Published in Science Journal of Education (Volume 11, Issue 1)

Received: 4 December 2022 Accepted: 30 December 2022 Published: 10 January 2023

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Abstract

Individualised learning support to students has always been a challenge to educationists worldwide. This has been the case due to a number of factors where enrollment is high, course material is standardized and stable, and faculty resources are scarce which also include as lack of technological tools, heavy workloads and large student numbers (O’Donnell, et al 2013). This has not spared Mzuzu University in the area of student support in open and distance e-learning especially during teaching practicum. Teaching practicum is part of teacher education program at Mzuzu University where students studying education at this university are required to do in the actual classroom situation of various secondary schools in Malawi. ODeL student support at Mzuzu University during teaching practicum is generic which shows insensitivity to the heterogeneous ODeL students. Furthermore, ODeL students at Mzuzu University are heterogeneous in terms of age, socioeconomic status and work experience. This paper endeavors to explore best possible student support practices and procedures that should be put in place to make teaching practicum experiences stimulating, enriching and relevant to ODeL students as individuals. This paper draws on social development theory (Vygotsky, 1978). Data in this study was generated through a survey using questionnaires and semi-structured interviews to a purposively sampled participants of cohort2 (level 3) students studying through ODeL at Mzuzu University. Cohort 2 students is a second group of students to be enrolled into ODeL programs at Mzuzu University and did teaching practicum in 2015 in various secondary schools in Malawi. The study found that ODeL teaching practices at Mzuzu University in Malawi are too generic and need to be more responsive to the specific contexts in which the student teachers find themselves.

Published in	Science Journal of Education (Volume 11, Issue 1)
DOI	10.11648/j.sjedu.20231101.13
Page(s)	15-24
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Student Support, Generic, Individualization, Teaching Practicum

References

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[3]	NESP (2008). Ministry of Education Science and Technology.
[4]	Hobson (2009). “On Being Bottom of the Pecking Order: Beginner Teachers’ Perceptions and Experiences of Support.” Teacher Development 13 (4): 299–320.
[5]	Pogodzinski, B. (2013). Collegial Support and Novice Teachers’ Perceptions of Working Conditions. Journal of Educational Change 15: 467–489.
[6]	Taşpınar, M. (2007). The Cooperative Learning Method in Teacher Training International Journal of Education Reform. 16 (1), 54–70. https://doi.org/10.1177/105678790701600105
[7]	Saban, A. & Coklar N. (2013). Pre-service teachers’ opinions about the micro-teaching method in teaching practise classes: The Turkish Online Journal of Educational Technology – April 2013, volume 12 Issue 2.
[8]	Amadioha, S. (2009). The Importance of Instructional Materials in our Schools an Overview. New Era Research Journal of Human, Education and Sustainable Development. Vol 2.
[9]	Sethusha, S. M. (2020). Exploring teaching practice supervisors’ experiences of student support in an open, distance and e-learning institution. Journal of Social Sciences and Humanities. Vol. 18. No. 8 (2020), 1-13. ISSN: 1823-884x.
[10]	Rachel, B. O. et al (2015). Effect of Availability of Teaching and Learning Resources on the Implementation of Inclusive Education in Pre-School Centers in Nyamira North Sub-County, Nyamira County, Kenya. Journal of Education and Practice ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol. 6, No. 35, 2015.
[11]	Remesh A. (2013). Microteaching, an efficient technique for learning effective teaching. J Res Med Sci. 2013 Feb; 18 (2): 158-63. PMID: 23914219; PMCID: PMC3724377.
[12]	Kupers, E., Dijk, V. M., & Van Geert, P. (2014). Within teacher differences in one-to-one teacher–student interactions in instrumental music lessons. https://www.researchgate.net/.../270595099
[13]	Sethusha J. M., (2014). Challenges Experienced by Teaching Practice Supervisors in an Open and Distance Learning Environment. Mediterranean Journal of Social Sciences 5 (15).
[14]	Nkabule. T, & Mukeredzi, T. (2017). Pre-service teachers’ professional learning experiences during rural teaching practice in Acornhoek, Mpumalanga Province.
[15]	Zengeya-Makuku V. et al. (2013). The Quality of Teaching Practice Supervision and Assessment of Science Student Teachers at The Bindura University of Science Education (BUSE). Journal of Education, ISSN: 2249-5517 & E-ISSN: 2249-5525, Volume 3, Issue 1, pp.-48-53.
[16]	Starkey, L. & Rawlins, P. (2012). Student teacher learning during practicum experience. Tean Journal 4 (1) January [Online]. Available at: http://bit.ly/I5VJ5s (Accessed 05 January 2012).

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Christopher Mpewe, Robert Kalima. (2023). Departure from Generic to Individualised Student Support: A Case of ODeL Teaching Practicum Experiences at Mzuzu University in Malawi. Science Journal of Education, 11(1), 15-24. https://doi.org/10.11648/j.sjedu.20231101.13

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Christopher Mpewe; Robert Kalima. Departure from Generic to Individualised Student Support: A Case of ODeL Teaching Practicum Experiences at Mzuzu University in Malawi. Sci. J. Educ. 2023, 11(1), 15-24. doi: 10.11648/j.sjedu.20231101.13

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Christopher Mpewe, Robert Kalima. Departure from Generic to Individualised Student Support: A Case of ODeL Teaching Practicum Experiences at Mzuzu University in Malawi. Sci J Educ. 2023;11(1):15-24. doi: 10.11648/j.sjedu.20231101.13

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@article{10.11648/j.sjedu.20231101.13,
  author = {Christopher Mpewe and Robert Kalima},
  title = {Departure from Generic to Individualised Student Support: A Case of ODeL Teaching Practicum Experiences at Mzuzu University in Malawi},
  journal = {Science Journal of Education},
  volume = {11},
  number = {1},
  pages = {15-24},
  doi = {10.11648/j.sjedu.20231101.13},
  url = {https://doi.org/10.11648/j.sjedu.20231101.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20231101.13},
  abstract = {Individualised learning support to students has always been a challenge to educationists worldwide. This has been the case due to a number of factors where enrollment is high, course material is standardized and stable, and faculty resources are scarce which also include as lack of technological tools, heavy workloads and large student numbers (O’Donnell, et al 2013). This has not spared Mzuzu University in the area of student support in open and distance e-learning especially during teaching practicum. Teaching practicum is part of teacher education program at Mzuzu University where students studying education at this university are required to do in the actual classroom situation of various secondary schools in Malawi. ODeL student support at Mzuzu University during teaching practicum is generic which shows insensitivity to the heterogeneous ODeL students. Furthermore, ODeL students at Mzuzu University are heterogeneous in terms of age, socioeconomic status and work experience. This paper endeavors to explore best possible student support practices and procedures that should be put in place to make teaching practicum experiences stimulating, enriching and relevant to ODeL students as individuals. This paper draws on social development theory (Vygotsky, 1978). Data in this study was generated through a survey using questionnaires and semi-structured interviews to a purposively sampled participants of cohort2 (level 3) students studying through ODeL at Mzuzu University. Cohort 2 students is a second group of students to be enrolled into ODeL programs at Mzuzu University and did teaching practicum in 2015 in various secondary schools in Malawi. The study found that ODeL teaching practices at Mzuzu University in Malawi are too generic and need to be more responsive to the specific contexts in which the student teachers find themselves.},
 year = {2023}
}

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TY  - JOUR
T1  - Departure from Generic to Individualised Student Support: A Case of ODeL Teaching Practicum Experiences at Mzuzu University in Malawi
AU  - Christopher Mpewe
AU  - Robert Kalima
Y1  - 2023/01/10
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AB  - Individualised learning support to students has always been a challenge to educationists worldwide. This has been the case due to a number of factors where enrollment is high, course material is standardized and stable, and faculty resources are scarce which also include as lack of technological tools, heavy workloads and large student numbers (O’Donnell, et al 2013). This has not spared Mzuzu University in the area of student support in open and distance e-learning especially during teaching practicum. Teaching practicum is part of teacher education program at Mzuzu University where students studying education at this university are required to do in the actual classroom situation of various secondary schools in Malawi. ODeL student support at Mzuzu University during teaching practicum is generic which shows insensitivity to the heterogeneous ODeL students. Furthermore, ODeL students at Mzuzu University are heterogeneous in terms of age, socioeconomic status and work experience. This paper endeavors to explore best possible student support practices and procedures that should be put in place to make teaching practicum experiences stimulating, enriching and relevant to ODeL students as individuals. This paper draws on social development theory (Vygotsky, 1978). Data in this study was generated through a survey using questionnaires and semi-structured interviews to a purposively sampled participants of cohort2 (level 3) students studying through ODeL at Mzuzu University. Cohort 2 students is a second group of students to be enrolled into ODeL programs at Mzuzu University and did teaching practicum in 2015 in various secondary schools in Malawi. The study found that ODeL teaching practices at Mzuzu University in Malawi are too generic and need to be more responsive to the specific contexts in which the student teachers find themselves.
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Author Information

Christopher Mpewe

Faculty of Education, Mzuzu University, Mzuzu, Malawi
Robert Kalima

Faculty of Education, Mzuzu University, Mzuzu, Malawi

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APA Style

Christopher Mpewe, Robert Kalima. (2023). Departure from Generic to Individualised Student Support: A Case of ODeL Teaching Practicum Experiences at Mzuzu University in Malawi. Science Journal of Education, 11(1), 15-24. https://doi.org/10.11648/j.sjedu.20231101.13

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ACS Style

Christopher Mpewe; Robert Kalima. Departure from Generic to Individualised Student Support: A Case of ODeL Teaching Practicum Experiences at Mzuzu University in Malawi. Sci. J. Educ. 2023, 11(1), 15-24. doi: 10.11648/j.sjedu.20231101.13

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AMA Style

Christopher Mpewe, Robert Kalima. Departure from Generic to Individualised Student Support: A Case of ODeL Teaching Practicum Experiences at Mzuzu University in Malawi. Sci J Educ. 2023;11(1):15-24. doi: 10.11648/j.sjedu.20231101.13

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@article{10.11648/j.sjedu.20231101.13,
  author = {Christopher Mpewe and Robert Kalima},
  title = {Departure from Generic to Individualised Student Support: A Case of ODeL Teaching Practicum Experiences at Mzuzu University in Malawi},
  journal = {Science Journal of Education},
  volume = {11},
  number = {1},
  pages = {15-24},
  doi = {10.11648/j.sjedu.20231101.13},
  url = {https://doi.org/10.11648/j.sjedu.20231101.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20231101.13},
  abstract = {Individualised learning support to students has always been a challenge to educationists worldwide. This has been the case due to a number of factors where enrollment is high, course material is standardized and stable, and faculty resources are scarce which also include as lack of technological tools, heavy workloads and large student numbers (O’Donnell, et al 2013). This has not spared Mzuzu University in the area of student support in open and distance e-learning especially during teaching practicum. Teaching practicum is part of teacher education program at Mzuzu University where students studying education at this university are required to do in the actual classroom situation of various secondary schools in Malawi. ODeL student support at Mzuzu University during teaching practicum is generic which shows insensitivity to the heterogeneous ODeL students. Furthermore, ODeL students at Mzuzu University are heterogeneous in terms of age, socioeconomic status and work experience. This paper endeavors to explore best possible student support practices and procedures that should be put in place to make teaching practicum experiences stimulating, enriching and relevant to ODeL students as individuals. This paper draws on social development theory (Vygotsky, 1978). Data in this study was generated through a survey using questionnaires and semi-structured interviews to a purposively sampled participants of cohort2 (level 3) students studying through ODeL at Mzuzu University. Cohort 2 students is a second group of students to be enrolled into ODeL programs at Mzuzu University and did teaching practicum in 2015 in various secondary schools in Malawi. The study found that ODeL teaching practices at Mzuzu University in Malawi are too generic and need to be more responsive to the specific contexts in which the student teachers find themselves.},
 year = {2023}
}

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TY  - JOUR
T1  - Departure from Generic to Individualised Student Support: A Case of ODeL Teaching Practicum Experiences at Mzuzu University in Malawi
AU  - Christopher Mpewe
AU  - Robert Kalima
Y1  - 2023/01/10
PY  - 2023
N1  - https://doi.org/10.11648/j.sjedu.20231101.13
DO  - 10.11648/j.sjedu.20231101.13
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 15
EP  - 24
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20231101.13
AB  - Individualised learning support to students has always been a challenge to educationists worldwide. This has been the case due to a number of factors where enrollment is high, course material is standardized and stable, and faculty resources are scarce which also include as lack of technological tools, heavy workloads and large student numbers (O’Donnell, et al 2013). This has not spared Mzuzu University in the area of student support in open and distance e-learning especially during teaching practicum. Teaching practicum is part of teacher education program at Mzuzu University where students studying education at this university are required to do in the actual classroom situation of various secondary schools in Malawi. ODeL student support at Mzuzu University during teaching practicum is generic which shows insensitivity to the heterogeneous ODeL students. Furthermore, ODeL students at Mzuzu University are heterogeneous in terms of age, socioeconomic status and work experience. This paper endeavors to explore best possible student support practices and procedures that should be put in place to make teaching practicum experiences stimulating, enriching and relevant to ODeL students as individuals. This paper draws on social development theory (Vygotsky, 1978). Data in this study was generated through a survey using questionnaires and semi-structured interviews to a purposively sampled participants of cohort2 (level 3) students studying through ODeL at Mzuzu University. Cohort 2 students is a second group of students to be enrolled into ODeL programs at Mzuzu University and did teaching practicum in 2015 in various secondary schools in Malawi. The study found that ODeL teaching practices at Mzuzu University in Malawi are too generic and need to be more responsive to the specific contexts in which the student teachers find themselves.
VL  - 11
IS  - 1
ER  -

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