(introduction...)

Those who have previously evaluated or studied the NTTC teaching practice (Sebatane et.al, 1987; Hopkin, 1996; and Ntho, 1998) have all investigated participants' perceptions. For example, Ntho's study touched on perceptions of lecturers and revealed that College supervisors were aware of a number of issues concerning teaching practice. Firstly, they were aware that students have perceptions of and expectations about the lecturers. She noted that lecturers had never taken time to examine student teachers' perceptions and expectations. Secondly, they were aware that students hold some preconceptions of teaching practice supervision. Thirdly, they were also aware that they should be practicing clinical supervision; however, because of the prevailing organizational problems, they were not effectively carrying out their role as clinical supervisors. Fourthly, they know that they are supposed to be supportive to student teachers in ensuring that they have good relationships with practising teachers in order for them to learn to teach effectively.

As a follow up to earlier studies and because the issues raised in earlier studies are still pertinent, this sub-study aimed to investigate student teachers' perceptions of teaching practice. The survey enquired their views concerning its duration, what they felt they had learnt, what frustrated them, and finally, how teaching practice could be improved.