Exploring the Teacher Internship Processes of School Attachment and Final Lesson Examination at Teacher Training Colleges in Rwanda

Abstract

Final-year students in Rwandan Teacher Training Colleges (TTCs) continue encountering difficulties in the school attachment and final lesson processes. This study consequently examines the teacher internship components of school attachment and final lesson examination at TTCs in Rwanda. The objective was to find out if there were any gaps (the duration question included) in the two components and develop intervention strategies which encompass a teaching practice model aimed at scaling their effectiveness in alignment with the CBC for the achievement of SDG 4 which is hinged on quality education. A mixed method approach of four TTCs from the Eastern and Western Provinces out of the 16 in the country was purposively selected due to their geographical locations. A total of 100 participants were selected, including 20 TTC tutors, administrators, and 80 Year 3 students from the classes of 2022 and 2023, due to their relevance to the study. Data were collected through individual interviews, open-ended questionnaires and document analysis after a pilot study at a TTC in the Western province. The Theory of Change (ToC) perspective whose principles emphasise transformative change to foster quality education by identifying teacher education institutions as agents of change and game changers was used. Data gathered were analysed using a thematic approach. The study found that the school internship programme components of school attachment and final lesson examination were compartmentalised. The study suggests that the Rwanda Education Board improves the teaching practice curriculum by combining the school attachment and final lesson components.