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Using a descriptive qualitative design, data were collected from five pre-service teachers, five college supervisors, five mentor teachers, and three Heads of school and analyzed through thematic analysis. Findings indicate that limited triad relationship, reduced social and instructional support from mentors and supervisors, and weak assessment and feedback provision negatively affected learning. Equally engaging all triad members is recommended, including shared feedback processes.",{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/triad-role-in-shaping-tanzanian-pre-service-teachers-experience-of-teaching-practice-article-3/594019/",{"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/triad-role-in-shaping-tanzanian-pre-service-teachers-experience-of-teaching-practice-article-3/594019.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the triad refer to in this study?","Question",{"text":112,"@type":113},"The triad refers to the three key stakeholder groups involved during teaching practice: mentor teachers, college supervisors, and pre-service teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"The study used a descriptive qualitative approach and employed thematic analysis of data from five pre-service teachers, five college supervisors, five mentor teachers, and three Heads of school.",{"name":119,"@type":110,"acceptedAnswer":120},"What problems did the findings identify?",{"text":121,"@type":113},"The findings showed that limited triad relationships and limited social, instructional support, along with restricted assessment and feedback from mentor teachers and supervisors, negatively impacted pre-service teachers’ learning.","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},594019,1792208732,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"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":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 8 | Article 3 |\n| --- | --- |\n| 2021\u003Cbr>Triad Role in Shaping Tanzanian Pre-service Teachers' Experience of Teaching Practice\u003Cbr>Hawa Mohamed Mpate\u003Cbr>Edith Cowan University, Western Australia\u003Cbr>Glenda Campbell-Evans Edith Cowan University\u003Cbr>Jan Gray\u003Cbr>Edith Cowan University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr>DigitPaalrt of the Teacher Education and Professional Development Commons Commons |  |\n\nNetwork  \nRecommended Citation  \nooate, H. M., Campbell-Evans, G., & Gray, J. (2021) . Triad Role in Shaping Tanzanian Pre-service Teachers'Experience of Teaching Practice. Australian Journal of Teacher Education, 46(8) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n8.3](http://dx.doi.org/10.14221/ajte.2021v46n8.3)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss8/3](https://ro.ecu.edu.au/ajte/vol46/iss8/3)  \nThe Triad Relationship in Tanzanian Pre-service Teachers’ Experience of  \nTeaching Practice  \nHawa Mohamed Mpate  \nGlenda Campbell-Evans  \nJan Gray  \nEdith Cowan University  \nAbstract: This study explores the role of the triad relationship in shaping pre-service teachers ’ experience during teaching practice.  \nThe study is descriptive in nature employing a qualitative approach and data from a sample offive pre-service teachers, five college supervisors, five mentor teachers and three Heads of school. The data were analysed through thematic analysis. The findings revealed that limited triad relationship, limited social and instructional support  \nfrom mentor teachers and supervisors’ limited assessment and  \nfeedback provision, negatively impacted pre-service teachers ’learning during teaching practice. To achieve a functioning triad the paper suggests that it is important to equally engage supervisors,  \nmentor teachers and Heads of school in formulating appropriate support practices for pre-service teachers. Such practice may include implementing a feedbackprocess where all members of the triad come together.  \nIntroduction  \nTeaching practice has been widely recognised as an important component of teacher preparation in university and college teacher education programs (Darling-Hammond & Lieberman, 2013; Young & MacPhail, 2015; Zeichner, 2010) . It is during teaching practice that pre-service teachers are exposed to real classroom contexts where they observe experienced teachers, interact with peers, implement various approaches, strategies and skills with a view to bringing about meaningful learning (Hattie, 2012; Heck & Ambrosetti, 2018) . In Tanzania, teaching practice is acknowledged as an important component of teacher preparation in almost all teacher education programs. This paper explores stakeholder roles in shaping pre-service teachers’ experience in teaching practice. Specifically, the paper explores ways in which pre-service teachers’ experience is enhanced or challenged by the relationship in a stakeholder group: the triad. The term triad in this paper refers to the three keystakeholder groups involved during teaching practice: mentor teachers, college supervisorsand pre-service teachers.  \nTeaching practice is identified in the literature as an activity that is context oriented, yet teaching practice is a common process world-wide and one where pre-service teachers develop solid understandings of what teaching actually entails (Darling-Hammond, Bransford, & Ebook, 2007; Hoth, Kaiser, Döhrmann, König, & Blömeke, 2018) . As such, there have been various efforts to strengthen teaching practice experience by the Tanzanian Ministry of Education Science and Technology (MoEST) and individual universities as well as teacher education colleges. These efforts have included: increasing financing of teaching practice, strengthening partnerships with ","cbCaikxhXWKPvKHW","https://ap.wps.com/l/cbCaikxhXWKPvKHW","pdf",350601,21,"English","# Abstract\n# Introduction\n# Literature Review\n## Understanding the Triad in Teaching Practi","[{\"question\":\"What does the triad refer to in this study?\",\"answer\":\"The triad refers to the three key stakeholder groups involved during teaching practice: mentor teachers, college supervisors, and pre-service teachers.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The study used a descriptive qualitative approach and employed thematic analysis of data from five pre-service teachers, five college supervisors, five mentor teachers, and three Heads of school.\"},{\"question\":\"What problems did the findings identify?\",\"answer\":\"The findings showed that limited triad relationships and limited social, instructional support, along with restricted assessment and feedback from mentor teachers and supervisors, negatively impacted pre-service teachers’ learning.\"}]","Triad Role in Shaping Tanzanian Pre-service Teachers' Experience of Teaching Practice - Article 3 | PDF",1792078384,53]