SECONDARY SCHOOL STUDENTS’ PERCEPTION OF STUDENT TEACHERS: TO WHAT EXTENT SHOULD THEIR VIEWS COUNT?

1. SECONDARY SCHOOL STUDENTS’ PERCEPTION OF STUDENT TEACHERS: TO WHAT EXTENT SHOULD THEIR VIEWS COUNT? Wanjiku Khamasi PhD, Director, KAEAM (Moi University , Kenya) Co-authors: E. Gachii B. Ed. & I. Kimengi PhD

2. Introduction • Schools of Education in Kenya • 7 public universities • 6 have teacher education programs offering degrees • 4 large universities post an average of 700 ST for TP annually • Why the study? • Afraid of student teacher fatigue wanjiku khamasi jcchiko@africaonline.co.ke

3. Methodology • Population: secondary school • 3 schools from within the environs of our university • 1 girls only school (rural) boarding • 1 girls only school (national) boarding • 1 mixed boys & girls day school • Cluster sample --Forms 2 and 3 in the 3 schools • Total sample: 335 students wanjiku khamasi jcchiko@africaonline.co.ke

4. Methodology • Research tool & procedure: • Self administered questionnaires • Open ended questions • Questions ranged from • A teacher in each school volunteered to administer the questionnaire • Why Forms 2 & 3? • Both qualitative & quantitative data analysis used wanjiku khamasi jcchiko@africaonline.co.ke

5. Findings • What did you like most about STs? • Example One • They had enough knowledge. He was very confident and this made me have a goal at what I planned to do in future. He really was a great teacher and never settled to less until all toiling students understood. I also liked others but one was very shy, so I just left him alone and slept. • Example Two: • They encouraged us. • Example Two: • They are young and students like us unlike regular teachers who are old and conservative… wanjiku khamasi jcchiko@africaonline.co.ke

6. Findings • What teacher impressed you most? • Male teachers reported to have impressed the students during teaching • 78% by Form Two classes & 65% by Form Threes wanjiku khamasi jcchiko@africaonline.co.ke

7. Differences between Student Teachers & Regular Teachers wanjiku khamasi jcchiko@africaonline.co.ke

8. What was different? • Regular teachers and mood swings Our own teachers are hard nuts to crack. Sometimes they are annoyed from their homes and that’s what they bring into class. Many students are very afraid of them but the student teachers really forget all about their problems and are very loyal and no matter what pops up, they are committed to us first. 2. Disciplinary issues vs teaching Some of the regular teachers come sort disciplinary matters in class unlike the student teachers…. 3. ST build self esteem The difference is the way student teachers make you feel worthy…. They made the class such fun that I always longed for their lessons …. He was a happy teacher …. wanjiku khamasi jcchiko@africaonline.co.ke

9. Problems encountered with STs • SHYNESS: The teacher (mathematics) was too shy. The first day he was nervous that when I went to him for an explanation in a question, his hands were shaking like hell. I just left him alone. From then, my mind was just imagining but most of the time I was sleeping. Some student teachers were “too open” to us. wanjiku khamasi jcchiko@africaonline.co.ke

10. Problems encountered Other comments in connection with problems: • Overuse of one method of teaching: The maths teacher made us untrained teachers. We literally attempted every sum on the chalk board… • Audibility, humor & diversity: I think for them to succeed in their careers, they should make teaching lively by being loud enough and having a sense of humour to cheer up the students. More so they should be able to cope with the diverse characteristics of students…. • Student-teacher relationship: They used to tune girls and play around with them • … infact one teacher used to talk rubbish … another one was too modern and hardly could we comprehend his accent. wanjiku khamasi jcchiko@africaonline.co.ke

11. Problem solving approaches used • Shyness • …. I didn’t solve because how could you make someone not shy? I let him continue now its when I regret and try to revise or calculate what he taught us. • Stupid stories • As for the teachers who are open, I just snubbed them and when other students crowded for “stupid” stories I kept out of the way because I knew it was supposed to take a student to teacher relationship. wanjiku khamasi jcchiko@africaonline.co.ke

12. Problem solving approaches used • For the harsh ones, I tried to befriend them while those who were slow in speech I could tell them when they seemed to be in their best moods. Those who felt too sweet (puffed up) I persevered since I knew it was just a matter of days. • ST biases or oversight To ensure that student teachers involved all students in the class we gave a list of all our names and told him to be picking a name randomly and it worked. wanjiku khamasi jcchiko@africaonline.co.ke

13. ST contributions to liking or disliking the course • If the teachers showed that they were here for a ride more than teaching practice, I lost interest in them and also the subject. Student teachers who were confident and knowledgeable made me like the subject and have a will to learn more and like them. wanjiku khamasi jcchiko@africaonline.co.ke

14. Do you think the students are adequately trained and can teach students responsibly? Yes, they are well trained. Some however have difficulty relating to what they have been taught to real life situations. They should try to be more natural, accept inadequacies and never should they let their personal feelings dominate in class, instead they should always care for the students Respondent’s questions wanjiku khamasi jcchiko@africaonline.co.ke

15. Conclusions & recommendations • Small study—only 3 schools used, regular studies on students perceptions of ST could offer a window for reflection to teacher educators & ST • Majority of secondary school students enjoy having STs • STs bring into schools some difference, newness, & youthfulness • Unlike regular teachers most of whom get stuck with routine wanjiku khamasi jcchiko@africaonline.co.ke

16. Conclusions & recommendations • Generally secondary school students understand what teaching practice entails. • Temporariness allows them to be patient with ST especially when all is not well • i.e. Use of problem solving skills • A number of male STs described as ‘too open’, others said to tell “stupid stories”, a situation that could lead to sexual harassment • Issues raised in such a study generates content for a teacher education course where secondary school students’ voices are listened to wanjiku khamasi jcchiko@africaonline.co.ke