Page 32 - EDUCON 2022 Book of Abstracts

21. Shiweda, M., Nghiueuelekuah, Uushona, S.J., Amushigamo, A. &
Hanghuwo,M., An analysis of pre-service language student teachers
challenges in designing effective lesson plans: A case of
Hifikepunye Pohamba Campus
Background: Lesson planning is an integral part of every teacher’s
work. Student teachers receive detailed training on how to construct
effective lessons. Lesson planning guides what teachers must do, what
they will teach, and it measures and guides successful learning and
teaching.
Aim: This paper aims to examine language student teachers’ ability to
interpret their subjects’ syllabi, plan lessons and use appropriate
classroom activities during their School Based Studies (SBS) in 2022.
Methodology: This study used a qualitative approach case study
design to collect data. Purposive sampling was utilized to select the
sample.
Results: The findings indicated that student teachers have limited
ability to interpret the syllabus in subjects. Student teachers find it
difficult to formulate and align objectives to lesson outcomes.
Recommendations: This study recommends vigorous and thorough
training on effective lesson design for all language student teachers
but particularly third and fourth/final year students to equip them with
teaching skills.
Keywords: practice teaching, lesson planning, School Based Studies,
language, teaching

22. Simasiku E., Reflective teaching and learners’ performance: The
case of a selected region of Namibia
Background: Reflective teaching is a treasured teaching approach in
which teachers gather information about their own classes and pay
close attention to their teaching behavior and strategies. Hence,
teachers can evaluate themselves critically. Technology plays a pivotal

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