Role, relationship, and experience among the stakeholders in the teaching practice in Malawi

• In Event: Pre-Service teacher education through the prism: Highlighting grassroots perspectives from Malawi and Rwanda

Proposal

The teaching practice (TP) is a capstone course in pre-service teacher education programming that aims to provide pre-service teachers (PSTs) with classroom teaching experience where they can improve general teaching skills and attitudes (Choy et al., 2014; Hascher et al., 2004). Previous studies indicate that joint collaboration among the stakeholders in TP (e.g., pre-service teachers, teachers, and teacher educators) is a key to a successful professional development for PSTs (Ronfeldt et al., 2020; Thompson & Schademan; 2019). Pre-service teacher education in Malawi emphasizes mentoring and collaboration between PSTs, class teachers, mentor teachers, head teachers, and teacher educators (TEs), outlining the roles and responsibilities of each group (Malawi Institute of Education, 2018). However, persistent challenges have existed among various groups of stakeholders in TP. The challenges include but are not limited to insufficient awareness of individual roles and responsibilities, lack of training, and limited engagement and collaboration (Mkandawire, 2020; Wei, 2022). Given the identified difficulties in mentoring and inter-group collaboration, exploring each group’s roles and responsibilities is vital. Specifically, the current study examines how these stakeholders perceive their own and others’ roles, responsibilities, and relationships within the TP in Malawi.

The study is guided by Situated Learning Theory, which posits that learning within a community of practice is shaped by the social context in which it occurs (Auer & Tsiatsos, 2019). In the TP, PSTs create lesson plans and learning materials, applying the content and teaching methods acquired at the teacher training colleges (TTCs). Data were collected as part of a baseline situation analysis from June to October 2022 to examine the current state of TP and plan an intervention to strengthen pre-service teacher education in Malawi. The participants comprised 60 TEs, 59 PSTs, 67 class teachers, and 20 mentor/head teachers at 10 TTCs and 12 TP schools, using focus group discussions and interviews for data collection. Inductive coding was chosen to analyze the qualitative data. This coding strategy includes descriptive and in vivo coding, as well as emotion coding (Miles et al., 2020).

The findings show that in terms of roles and responsibilities, class teachers are perceived as models and supervisors. Mentor and head teachers are viewed as supervisors and assessors while TEs are regarded as administrators, assessors, and trainers. PSTs are expected to take on roles as “emergent” professionals and carriers of innovative strategies. The relationship between PSTs and class teachers was mutually supportive and close, providing emotional and moral encouragement. However, some class teachers reported feeling burdened due to the PSTs’ poor behavior and lack of commitment. The relationship between class teachers and TEs was characterized by distrust and poor communication. Mentor and head teachers, on the other hand, maintained a collaborative and communicative relationship with TEs and fostered encouraging and motivating relationships with class teachers. The study highlights the need for a TP framework that clearly defines roles and responsibilities among stakeholders and emphasizes their mutually supportive relationships to enhance PSTs’ professional development.

Authors

• JAI BUM KOO, Florida State University

• Natalie Conti, CharChar Literacy

• Brenda Aromu Wawire, Florida State University, Learning Systems Institute

• Adrienne Barnes-Story, Learning Systems Institute at Florida State University