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This cross-sectional survey examined secondary school pre-service teachers’ perceptions of their clinical teaching practice experiences. Data from 119 third-year pre-service teachers who completed practicum in 2022 were analyzed with SPSS, descriptive statistics, and content analysis, revealing strong perceived preparedness alongside limited support from cooperating teachers, concerns about evaluation fairness, and calls for more practical lesson-planning training and fair assessment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/secondary-school-pre-service-teachers-perceptions-of-school-based-teaching-practice/592071/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/secondary-school-pre-service-teachers-perceptions-of-school-based-teaching-practice/592071.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What did the study investigate about pre-service teachers?","Question",{"text":112,"@type":113},"It investigated secondary school pre-service teachers’ perspectives on their clinical teaching practice experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and analyzed?",{"text":117,"@type":113},"A cross-sectional survey collected data from 119 third-year pre-service teachers, analyzed using SPSS with descriptive statistics and content analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What key issues did participants report during the clinical practicum?",{"text":121,"@type":113},"Most felt adequately prepared, but they reported limited support from cooperating teachers and concerns about the fairness and objectivity of clinical evaluations, while requesting more practical lesson-planning training and fair assessment in specialized areas.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592071,1792160833,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Secondary School Pre-Service Teachers' Perceptions of School-Based Teaching Practice  \nSimeon Mackson Gwayi  \nPh.D., Mzuzu University, Faculty of Education, Malawi, [sgwayi@nche.ac.mw](sgwayi@nche.ac.mw)  \nGrames Wellington Chirwa  \nPh.D., Mzuzu University, Faculty of Education, Malawi, [grameschirwa@yahoo.co.uk](grameschirwa@yahoo.co.uk)  \nPrecious Nyoni  \nM.CEd., Zhejiang Normal University, P.R. China, [preciousnyonij@gmail.com](preciousnyonij@gmail.com)  \n[Doreen N. Myrie](Doreen N. Myrie)  \nEd.D., Jackson State University, United States of America, [doreen.n.myrie@jsums.edu](doreen.n.myrie@jsums.edu)  \nManirahari Philogene  \nPh.D., Southwest University, P.R. China, [mphilogene2015@gmail.com](mphilogene2015@gmail.com)  \nEnhancing education quality requires effective teacher development programs, particularly in developing countries where many teachers lack adequate preparation. This study investigated secondary school pre-service teachers' perspectives on their clinical teaching practice experiences. Using a cross-sectional survey, data were collected from 119 third-year pre-service teachers who completed their teaching practicum in 2022. A questionnaire provided both quantitative and qualitative insights, analyzed through SPSS, descriptive statistics and content analysis. Findings showed that most participants (88.6%) felt adequately prepared for clinical practice but noted limited support from cooperating teachers. While they reported sufficient guidance during the practicum, concerns arose about the fairness and objectivity of clinical evaluations. Despite general satisfaction with the program, they emphasized the need for more practical training in lesson planning and fair assessment in specialized areas. These findings highlight the program’s overall effectiveness while calling attention to the roles of supervisorsand mentor teachers in supporting pre-service teachers.  \nKeywords: clinical teaching practice, mentor teachers, pre-service teachers, supervisors, Malawi, teaching  \nINTRODUCTION  \nEnhancing the quality of education in developing nations necessitates focused teacher training, as the majority of instructors are underqualified or unskilled. This issue stems from countries prioritizing the achievement of the Sustainable development goals 2030 in education (Demirbağ & Sezgin, 2021) . While this approach increased access to education, it inadvertently led to a decline in the overall quality of instruction. Recent studies, such as those by Fauzi and Johan (2024), emphasize that improving learning outcomes begins with enhancing teacher effectiveness. Similarly, Bakija-Haraçija et al. (2024) underscore the need for well-designed teaching practice programs that equip student teachers with academic qualifications, professional skills, and a strong moral commitment to their roles. These studies collectively highlight that the skills and character of teachers are crucial variables influencing the quality of education and its contribution to national development.  \nCitation: Gwayi, S. M., Chirwa, G. W., Nyoni, P., Myrie, D. N., & Philogene, M. (2025) . Secondary school pre-service teacher's perceptions of school-based teaching practice. Anatolian Journal of Education, 10(2), 85-100.  \n[https://doi.org/10.29333/aje.2025.1027a](https://doi.org/10.29333/aje.2025.1027a)  \nDespite these findings, governments often resort to hiring unqualified or underqualified teachers to meet SDG targets. This raises fundamental questions: “Who is a teacher?” and “Is teaching a profession or merely a task?” Balogun et al. (2018) define teachers as experts in their content areas, facilitators of learning processes, and individuals dedicated to helping others learn and develop. However, these definitions remain subjective and vary across contexts. Olsen and Wyss (2022) argue that the quality of an education system is determined by teachers’ academic qualifications and the extent of their professional and in-service training, not merely the sys","cbCaieXcZKJDdWtS","https://ap.wps.com/l/cbCaieXcZKJDdWtS","pdf",355898,16,"English","# Introduction\n# Clinical teaching practice perceptions (methods and findings)\n# Context and definitions of teacher quality\n# Teaching practice structure and challenges","[{\"question\":\"What did the study investigate about pre-service teachers?\",\"answer\":\"It investigated secondary school pre-service teachers’ perspectives on their clinical teaching practice experiences.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"A cross-sectional survey collected data from 119 third-year pre-service teachers, analyzed using SPSS with descriptive statistics and content analysis.\"},{\"question\":\"What key issues did participants report during the clinical practicum?\",\"answer\":\"Most felt adequately prepared, but they reported limited support from cooperating teachers and concerns about the fairness and objectivity of clinical evaluations, while requesting more practical lesson-planning training and fair assessment in specialized areas.\"}]","Secondary School Pre-Service Teachers' Perceptions of School-Based Teaching Practice | PDF",1792073798]