The place of School Attachment in Teacher education programmes at University of Rwanda-College of Education ( Part II)

18 Mar 2022

As we promised to you in our previous news story about School Attachment at the University of Rwanda-College of Education, we shall mainly take you through the requirements,, expected outcomes, duration, participation of student teachers in School Attachment, personal grooming /etiquette teaching load, and assessment among others.

In terms of the requirements of URCE, to go for school attachment, student teachers should have passed all the modules and during school attachment they will be assessed within the preceding professional experiences as achieving all the professional teaching standards for teacher. As such, the school attachment provides not only an opportunity for consolidation of these Standards but also preparation towards achievement of the standards appropriate for full functioning teacher at professional competence in early teaching years.

Thus, the school attachment is seen as a valuable opportunity for further professional learning. To allow a strong focus on quality of preparation, reflection and deep evaluation, the expectation is that each student teacher will teach only a limited number of hours of a full teaching load. A partial teaching load allows the student teacher to become involved in as many aspects of school life as possible.

Expected outcomes of the School Attachment

The outcomes of the School Attachments include to :
- Develop awareness, understanding and capacity in the specific roles and responsibilities of a teacher in their subject specializations and, as far as possible, to effectively participate in these roles and responsibilities ;
- Understand through an intensive experience the nature of schools as workplaces and their associated values, routines and cultures ;
- Further develop and refine their skills and professional capacity for classroom teaching in their subject specialization, including those involving student management, pastoral care and relationships with parents/guardians and the wider community ;
- Create a network of contacts with school administration, academic staff, learners and school environment.
- Demonstrate the ability to plan, implement, and evaluate effective teaching and learning strategies that are well grounded in educational research
- Demonstrate the ability to assess and report on student achievement ;
- Demonstrate an understanding of professional and ethical practice ;
- Develop a portfolio focused on their own practice and professional development.
- Put into practice theories and principles of teaching by implementing the existing
curriculum ;
- Reflect actively on what they have been practicing in their fields and experiences from classroom, school and community ;
- Make meaning of acquired knowledge in day to day teaching.
- Change individual perceptions in the right direction regarding teaching and learning for better outcomes.

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