EFFECTS OF TEACHING PRACTICE PROGRAMME ON PRE-SERVICE TEACHER COMPETENCES DEVELOPMENT IN PRIMARY SCHOOL OF RWANDA

The purpose of this research was to evaluate how a teaching practice program influences the development of competences among pre-service teachers in Rwandan primary schools, focusing on lesson preparation and classroom management. The study utilized a descriptive research design to analyze variables, indicators, and measurements. Participants, totaling 154, were selected using simple random sampling for teachers, mentors, tutors, and student-teachers, with purposive sampling for head teachers. Findings indicated significant impacts of teaching practice on pre-service teachers: 72.3% regularly prepared lesson plans, 63.4% tailored lessons to student needs, and 74.7% improved communication skills with young learners. Regarding classroom management, 75.6% reported effective problem-solving skills, and 58.5% improved fairness and behavior management. Limitations of the study included potential sample bias, the short-term focus on immediate outcomes rather than long-term impacts, and the challenge of measuring complex competences comprehensively. Implications of the findings suggested potential improvements in teacher training curricula, informed by the identified impacts of teaching practice on competences. Policy implications included enhancing the quality and effectiveness of teaching practice programs to better prepare pre-service teachers for the diverse challenges of primary school education in Rwanda. Ultimately, the study aimed to contribute to educational reforms that could enhance teaching practices and improve learning outcomes for students in Rwandan primary schools and similar educational contexts globally.