Undergraduate Student Teachers’ Reflections on Their Teaching Practice Experience: Challenges Encountered and Responsive Solutions Employed

Abstract

The study investigated undergraduate student teachers’ reflections on their teaching practice with a focus on challenges they experienced and how they reflectively responded or acted. Informed by both Experiential theory and Capital theory, the interpretive study employed a qualitative case study design. Twenty Bachelor of Education returning from their third year of teaching practice were purposively selected to represent school contexts typifying varied school contexts in Zimbabwe. Upholding ethical considerations, data were generated through interviews and focus group discussion. Thematic data analysis was used to organise data around recurring themes and their patterning constituents. Findings indicated that participants experienced challenges in respect of management of large classes, provisioning inclusive education, student indiscipline, teacher-teacher tensions and sour relations, and financial hardships. Responsive action in mitigating challenges faced evidenced reflective, experiential learning. Arguably, teacher educators should tap on student teachers’ experiences as capital input into programmes that prepare students for teaching practice.