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close this bookTeaching Practice at the National Teacher Training College in Lesotho (CIE, 2001, 49 p.)
close this folderChapter 4: The Structure and Organisation of Teaching Practice at the NTTC
View the document4.1 Introduction
View the document4.2 Descriptive Overview
View the document4.3 Teaching Practice Preparation (TPP)
View the document4.4 College/Schools TP arrangements
View the document4.5 Placement
View the document4.6 Orientation
View the document4.7 Teaching Practice Assessment

4.2 Descriptive Overview

As the preceding section shows the National Teacher Training College's teaching practice programme has shifted from a 'sandwich' internship year to becoming a more integrated part of the programme. Teaching Practice Preparation (TTP) runs for approximately 10 weeks in the first semester of the second year, and TP takes up the whole of the following semester. Students do their TPP in the nearby schools but are spread out in various parts of the country while on TP.

There have been other related changes in organisation and personnel. Ntho (1998:3), writing about placement of student teachers in schools showed that until 1992, 'student teachers were placed in various schools throughout the 10 districts of the country under the supervision of college field based staff/intern supervisors'. Thus, selection of schools was more open this way. However, now students are placed only in schools accessible by road, along the road and from the furthest north and south districts (Butha-Buthe and Quthing) leaving out the three mountain districts: Mokhotlong, Qacha's Nek and Thaba-Tseka.

Another development relates to the teaching practice supervision personnel. Whereas in the former structure there was a group of field-based supervisors, in the current structure, supervision is facilitated by the college-based tutors under the leadership of two coordinators, one for primary and another for secondary. It is clear that the process of supervising student teachers has been centralized and that TP supervisors and coordinators are all based in the college rather than in the field. However, Hopkin's recommendation to establish a Department of Teaching Practice has not been implemented, and the TP co-ordinators continue to carry an extremely heavy workload of teaching and co-ordinating the teaching practice activities.