Abstract:

The paper examined the impact of School-Based Experience commonly referred to as Teaching Practice, a component of Work Integrated Learning required of upcoming professionals in the education environment as part of pre-service teachers’ professional development. Further, the paper explored the influence of motivation and other related issues such subject content proficiency and implementation, acceptability of professional ethics (ethos), integration into the school environment, evaluation and feedback from lecturers and mentors. The study also considered the effect of the different motivational types including but not limited to intrinsic, extrinsic, performance appraisal and academic efficacy. A sample of twenty (20) from a population of nine-two Post Graduate Certificate in Education pre-service teachers from a university in a rural setting were purposively selected and issued with self-administered questionnaire for the interpretive-qualitative case study. The study considered a wider educational context and socio-community setting of the schools where the pre-service teachers served as well as their own socio-environmental background. The main findings include the positive influence of teaching practice on their perception of the teaching profession, determination to complete their study on time and serve the communities, a clear understanding of the requirements of the profession notwithstanding the role of educational policies in professional development and recognised the opportunities for career and knowledge growth.

Keywords:

Motivation, professional development, subject content proficiency, academic efficacy, intrinsic motivation, extrinsic motivation, performance appraisal.