Browsing by Author "Ausiku, Charity"

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    A critical reflection on student teachers' challenges during practicum placements in rural primary schools in the Kavango regions of Namibia
    (University of Namibia, 2017) Ausiku, Charity; Likando, Gilbert N.; Mberema, Felicitas
    This study examined challenges that student teachers placed in rural schools in the two Kavango regions of Namibia encounter during practicum placements. A sample of 15 participants that consisted of five assessors (teacher educators) who had visited more than one of the selected rural schools and ten student teachers (team leaders) from three teaching School Based Studies (SBS) phases were selected using stratified purposive sampling. Semi-structured interviews complemented by data from students’ reflective journals were used during data collection. The data was analysed in conformity with content analysis. The identified challenges were grouped into three categories: student related, institution related and school related challenges. The results of the study revealed that student teachers were inadequately prepared by their training institutions to adapt to different school environments. Furthermore, the findings revealed that student teachers were not fully supported by principals and mentor teachers, and that schools were inadequately resourced. Poor infrastructure and under-qualified temporary teachers were reflected by the outcomes of School-Based Studies (SBS) and the quality of the teacher training programmes. As a result, a partnership model to enhance SBS was developed to provide mitigation strategies on how challenges associated with student practicum placements, could be addressed.
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    Student teacher mentors’ perceptions of their roles during school based studies: Possibilities and challenges
    (University of Namibia, 2019) Ausiku, Charity; Likando, Gilbert N.; Mberema, Felistus
    The study explored the perceptions of student teacher mentors (STMs) in relation to their mentorship roles during school-based studies (SBS). It unpacks possibilities and challenges embedded in the mentoring process. This qualitative study adopted a case study design, employing purposeful sampling in the identification of the study settings and participants. Using purposive sampling, ten STMs from ten primary schools (five rural and five urban) in the Kavango East and West regions of Namibia were selected to participate in the study. Semi-structured questionnaire with open-ended items were employed to solicit information pertaining to student teacher mentors’ perceptions of their mentoring roles. Responses were grouped into themes and categories in line with the research objectives. The findings of the study are twofold. First, it revealed that student teacher mentors were inadequately trained, and uncertain about their mentoring roles, apart from providing student teachers workspace. Second, STMs perceived the presence of student teachers in schools as a setback in the timely completion of the Gilbert Likando syllabi requirements, because they considered them too inexperienced to handle their classes. As a result, the study recommends a mentoring model to enhance STMs’ understanding of their roles, address challenges they experience, and unveil possibilities for STMs’ professional development and learning during the mentoring process.