MURANG’A UNIVERSITY OF TECHNOLOGY
SCHOOLOF EDUCATION, HUMANITIES AND SOCIAL SCIENCES
DEPARTMENT OF EDUCATION AND TECHNOLOGY
COURSE OUTLINE
Unit Name: Practicum
Unit Code: TDC 200
Credit Hours: 3
Pre-requisites: TDC 202
Lecturer: Dr. Alice Omariba
Academic Year: 2023/2024
Semester: 2
Email: aomariba@[Link]
Mobile: 0724 352431
COURSE PURPOSE
This course is aimed at preparing pre-service teachers for full blown Teaching Practice
experience by exposing them to a school and classroom setting. It will deepen teacher trainees’
practical knowledge of teaching methods and resources through guided, professional learning
with peers, lecturers and mentors. This will be done through attaching the novice teacher trainee
to the experienced teacher under less supervision. It will provide the teacher trainee with
opportunities to interact and enhance their academic, social, and emotional development and
establishment of relationships with families and communities.
EXPECTED LEARNING OUTCOMES
By the end of the course, the teacher trainee should be able to:
i. Cooperate and collaborate with the cooperating teacher to plan lessons and prepare TLMs
ii. Apply knowledge of educational goals to prepare schemes of work and lesson plans
iii. Practice a variety of methods for effective teaching and learning under supervision
iv. Use classroom experience to manage classroom practice
v. Identify classroom delivery issues (instructional issues in teaching and learning)
vi. Prepare tools for teaching (TLMs) and portfolios
vii. Select appropriate teaching resources.
viii. Acquire classroom management skills including such as how to deliver content, lead a
discussion, handle questions and answers and obtain feedback from students regarding the
class process.
ix. Set and mark tests under supervision
General Course Content:
• Lecturer classroom guidance, observation & support
• Mentoring by cooperating teacher and head teacher/Principal
• Supervised Community engagement by MUT & Cooperating School
• Research Project
KEY COMPETENCIES
i. Creativity, imagination and Innovation,
ii. Critical thinking and problem solving,
iii. Communication and Collaboration
iv. Critical thinking and problem solving
v. Self-efficacy
vi. Citizenship
vii. Digital literacy
viii. Learning to learn
ix. Interpersonal skills
x. Organizing skills
xi. Negotiation skills
xii. Group skills
TEACHER STANDARDS
i. Pedagogical and technological content knowledge
ii. Promoting professionalism
iii. Promotion of instructional leadership and administration
iv. Professionalism
v. Instructional leadership and mentoring
vi. Competence in assessment of learners
vii. Understanding of inclusive educational practices
TEACHING APPROACHES
i. One Teach-One Observe
ii. One Teach-One Assist
iii. Parallel leading of discussion
iv. Team Teaching (both teachers are actively involved in the lesson; both teachers share the
instruction, are free to interject information, and available to assist students and answer
questions.)
v. Group based learning through tutorial
vi. Independent studies and research.
vii. Problem solving approaches
viii. Formative assessment through observation
Assessment:
Mainly formative – each stage to have marks totalling 100%).
Award of Marks:
Class/lecture tasks engagement on campus: 20%
Classroom engagement/community engagement (by cooperating teacher): 50%
Instructional Research Report: 30%
CORE READING MATERIAL
Ochanji, M., Twoli, N., Bwire, A.M., Maundu, J (2017); Teacher Mentoring for Effective
Teacher Training and Development The Case of a Developing Country, Kenya. Teacher
Education and Practice
Kari Smith & Lilach Lev‐Ari (2005) The place of the practicum in pre‐service teacher education:
the voice of the students, Asia-Pacific Journal of Teacher Education, 33:3, 289-
302, DOI: 10.1080/13598660500286333
Republic of Kenya (2019) National Education Sector Strategic Plan 2018- 2022, Kenya Vision
2030, Nairobi, Kenya. [Link]
REFERENCES
Elliott, K. (2015). Teacher Performance Appraisal: More about Performance or Development?
Australian Journal of Teacher Education, 40(9).[Link]
Hatlevik, J. K., (2011). The Theory-Practice relationship: reflective skills and theoretical
knowledge as key factors in bridging the gap between theory and practice in initial nursing
education. Journal of Advanced Nursing, 68 (4), 868-877.
Çakmak, M., (2013). Learning from Teaching Experiences: Novice Teachers’ Thoughts. H. U.
Journal of Education, ı (1): 55-67.
FOCUS: INTERRELATIONS BETWEEN VARIOUS COMPONENTS OF CBC AND
CBA
OPERATIONALIZATION OF COURSE OUTLINE
WEEK TOPIC SUB-TOPIC
1. General teaching experiences:, Teaching Philosophy,
Classroom organization &
management, timetable
development &
operationalization
Evidence for
Accountability
2. Engagement of students in their Planning for teaching
individual study (teaching Improving Learning,
timetable preparation, T/L habits) Instruction & Assessment
3. Engagement of students in their Engage in laboratory
laboratory/practical work experiments/workshops
Practical work
Identifying and Nurturing
Learner Potential
4. Individual/small group instruction, Discussions on assessing
review sessions, project work the core competencies
5. Short lecture preparation and Work in groups and
execution brainstorm on CBC and
CBA
6. Team/collaborative instruction, Key Inquiry questions to
preparation of instruction address,
materials Core values and Pertinent
and Contemporary issues
to be addressed
7. Classroom observation part 1: Student observes
(student teacher trainee ) cooperating teacher teach,
what went on well and
what was not(Note and
have reflections
Measuring Learner
Participation in CSL &
Acquisition of Values
8. Lecturer engagement/guidance, Expectations of a teacher
feedback trainee
Feedback to lecturer
9. Classroom observation part 2 Student allocated one
(Cooperating teacher) teaching and cooperating
teacher observes
10. School administration Observe and note down the
engagement: procurement, school structure
student/staff discipline,
monitoring & evaluation)
11. Formative assessment: test Portfolio compiling
construction, test blue print following the right
development, marking scheme procedures
construction, test reliability and
validity assessment, normalization
of test results, student progress
reports and analysis
12. Community engagement: Take roles as assigned and
curricular activities, academic note what went on well
clinics, parental involvement) and what didn’t and way
forward
Role as an educational
stakeholder
13. Instructional Research report Submit to the unit lecturer
writing and submission in the first week of
reporting to campus.
The unit is purely practical, rated until the student submits the instructional project for marking.
There is no sit in examination.
