Student teachers’ perspectives on shaping pedagogical practices at Makerere University, Uganda

Abstract

This study used a qualitative approach to analyse the student teachers „perspectives on shaping pedagogical practices at Makerere University. Data was collected using semi-structured interviews in which twelve third year student teachers and three student leaders at the College of Education and External Studies were purposively selected. Data was analyzed through thematic framework analysis using Yuksel and Yildrim steps of data analysis. The findings revealed that, students remain dissatisfied with the continuity of authoritarian pedagogical practices depicting the traditional linear logic of knowledge transfer, which reduce them to passive recipients of knowledge. The research recommended a set of core values that could to be established to enable contemporary pedagogical practices. A strong competence-based pedagogy through the introduction of practical/experimental schools, built with strong Information Communication Technology (ICT) should be introduced. Also, the Government of Uganda should introduce a sufficient and well- structured legal framework necessary for programmatic, institutional and personal mentorship in all education institutions. Although school practice was highly valued by the student teachers, a lot still needs to be done to improve on the professionalism, supervision and competence expected of the 21st century pedagogy. This therefore necessitates the need to adopt new models of teacher preparation that can be emerged with the present practices.