An Investigation of Teaching Practice Organized By The Departments Of Science Of Education Of The English-Speaking Universities In Cameroon And How It Facilitates The Attainment Of Instructional Competences Of Their Graduates In Teacher Training Colleges

This study investigates the organization of teaching practice within the Departments of Science of Education at English-speaking universities in Cameroon and its impact on the attainment of instructional competencies among graduates of Higher Teacher Training Colleges. Acknowledging the important role played by teaching practice in the professional development of teachers, the researcher examines the adequacy of duration, timing, and quality of supervision during the practicum. Using the parallel mixed-method research design, data were collected from 214 teachers and 270 student teachers across several colleges. The findings reveal significant challenges, including inadequate supervision, misalignment of teaching practice timing with academic schedules, and insufficient support from supervisors. While a majority of respondents acknowledged the effectiveness of classroom management training, concerns about the use of resource and lesson delivery persist. The study highlighted the necessity for reforms in teacher training colleges to enhance instructional competencies and improve educational outcomes in the English-speaking regions of Cameroon.