Bridging Theory and Practice: STEM Pre-Service Teachers’ Experiences in a Rwandan Model School

Christopher Mutseekwa; Barnabas Muyengwa; Nyasha Cefas Zimuto

Bridging Theory and Practice: STEM Pre-Service Teachers’ Experiences in a Rwandan Model School

Abstract

Model schools offer aspiring educators’ placements in quality educational environments in which they are observed and guided by experienced mentors. They provide opportunities for university students to observe, study, reflect on, and practice education theory while immersing themselves in classroom environments filled with children. However, research that examines the pedagogical challenges and the professional integration of interns during their time in a model school environment remains limited. Framed within a symbolic interactionist perspective, this study explores the teaching practice experiences of interns at a model school affiliated with the University of Rwanda-College of Education (UR-CE). It assesses how effectively a group of student teachers, participating in the Teacher Enhancement Programme (TEP), integrated theory and practice during a four-week practicum covering professional ethics, teaching, pedagogy, reflective practice, and classroom management. Both qualitative and quantitative data were collected through the Student Teacher Internship Exit Questionnaire (STIEQ), observation, and document analysis. Descriptive statistics and emergent themes were used to analyse the data. Despite the TEP aiming for comprehensive skill development, results from the STIEQ indicate limited confidence among interns in competencies such as STEM integration and reflective practice. Additional findings show that, although interns were satisfied with the support from their mentors, observation data suggest that mentors possessed limited instructional expertise in certain STEM learning aspects. Further, time constraints hampered interns’ ability to fully internalize learned practices. Therefore, the study recommends school-based capacity building for mentors to improve their skills in supporting pre-service teachers with STEM teaching, including the development of pedagogical content knowledge, and provision of constructive feedback.

Keywords

Supporting Institution

Rukara Model School

Project Number

Not Applicable

Ethical Statement

This study was conducted according to applicable laws and institutional regulations, with ethical approval obtained from Rukara Model School. The approval was guaranteed in Clause 9 of the School Rules and Regulations Charter (Reference: RMS/SRRC/001/24). All procedures followed ethical guidelines, ensuring participant confidentiality and voluntary participation.

Thanks

The authors sincerely thank the Rukara Model School (RMS) administration, teachers, and students whose valuable contributions were crucial to the successful completion of this study. The authors also acknowledge the support and initiatives of Mr. E. Kagaba, of the UR-CE, for bringing the TEP into the school.

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Details

Primary Language

English

Subjects

Comparative and Cross-Cultural Education

Journal Section

Research Article

Authors

Christopher Mutseekwa ^*
0000-0002-2070-9952
Rwanda

Barnabas Muyengwa
0000-0003-4903-0641
Rwanda

Nyasha Cefas Zimuto
0000-0001-6915-7397
Rwanda

Publication Date

April 30, 2026

Submission Date

July 11, 2025

Acceptance Date

April 18, 2026

Published in Issue

Year 2026 Volume: 15 Number: 1

IZ

https://izlik.org/JA32HD75BE

Cite

RIS / Bibtex

APA

Mutseekwa, C., Muyengwa, B., & Zimuto, N. C. (2026). Bridging Theory and Practice: STEM Pre-Service Teachers’ Experiences in a Rwandan Model School. Journal of Teacher Education and Educators, 15(1), 84-98. https://izlik.org/JA32HD75BE