ROLE PARAMETERS WITHIN THE CONTEXT OF THE PRACTICUM TRIAD: TEACHER TRAINING PERSPECTIVES FROM NAMIBIA’S CAPRIVI REGION

Successive teacher training programmes in Namibia’s Caprivi Region have often been dogged by a dysfunctional teaching practicum triad of the university- based lecturer, trainee teacher, and school-based mentor who are faced with dilemmas about their often conflicting roles. Models of partnerships between the university and support schools had not been clearly defined, leaving each member of the practicum triad uncertain of their supposed roles. This uncertainty had far-reaching repercussions, not only on the school-based teaching practica, but, to an even larger extent, on the entire teacher training programme.

This study thus examined the varying roles of individual members of the practicum triad comprising the university, the student teacher and the school during the practicum component of primary teacher education at the University of Namibia. It sought to establish the perceptions of the school principals and mentor-teachers about the effectiveness of pre-deployment preparedness of trainee teachers before their attachment to these schools and to as well establish the facets of the school participation within the triad which are most effective in supporting trainee teachers throughout their school based practicum. Pre-teaching campus-based studies and pre-deployment preparations by the university were examined. Suggestions from practicum schools, trainee teachers and the University of Namibia’s Faculty of Education were collated in efforts to develop effective partnership models. This study thus posits a view that school-based teaching practica should provide the pre-service trainee teachers with opportunities to be exposed to the realities of teaching and other related professional activities through the development of sustainable norms and a continuum of realistic practicum partnerships which should take on board all stakeholders.