Greener Journal of Educational Research

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Impact Calculation

Nyoni and Mufanechiya

Greener Journal of  Educational Research Vol. 2 (4), pp. 075-082, November 2012

 ISSN: 2276-7789 © 2011 Greener Journals

Research Paper

Manuscript Number: 103112178


Student Teachers’ Conception and Perception of a Conducive Learning Environment: A
Case of Great Zimbabwe University Students on Teaching Practice


Tsitsi Nyoni and Tafara Mufanechiya

Lecturers in the Department of Teacher Development at the Great Zimbabwe University

Corresponding Author’s Email: tsinyoni @


In an effort to help student teachers improve the classroom learning environment in order to make it conducive, this research sought to establish the student teachers’ perception and conception of a conducive learning environment. It also aimed at unraveling their rationale for displaying charts, mounting mobiles, setting up of learning centers and displaying children’s work. The questionnaire, interview and observation were the main modes of data gathering. The findings point to the fact that student teachers are aware of the need to create a conducive learning environment but are somehow incapacitated. In most cases they lack the resources and at times are overwhelmed by the numbers that constitute their classes. Another challenge that was observed is that the student teachers are not well equipped with the skills and knowledge required for such a task and do not see any link of this with their day today teaching. For them whatever displays and settings they put up are actually for assessment purposes. The researchers therefore strongly recommend that the Great Zimbabwe University Department of Teacher Development introduce and take seriously courses in Educational and Media Technology in order to fully equip the student teachers with the much needed skills. Student teachers also need support in the provision of resources through schools linking with the Curriculum Development Unit among other recommendations made.
Keywords: conducive learning environment, learning centers, mobiles, charts.

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