Abstract

This study investigated student teachers’ perceptions of their professional development. This is descriptive research and a survey method was used. The sample consisted of 80 student teachers studying for B. Ed in teacher education institutions. A stratified simple random sampling technique was used to select the sample. A researcher-constructed student teacher professional development scale was used to analyze student teacher attitudes toward professional development. Specific objectives were formulated: 1. To investigate the perception of teacher students towards professional development. 2. To find out if there is any significant difference between male and female student teachers in their perception of professional development. 3. To find out if there is any significant difference between arts and science stream student teachers in their perception of professional development. The data obtained from the survey was analyzed using percentage analysis and “t” test. The findings of the study were: 1. Most of the student teachers, which is 80% of them, were found to have a highly favorable perception of professional development and only 20% of the student teachers had a less favorable perception of professional development. 2. No significant difference was found between male and female student teachers regarding their perception of professional development. 3. No significant difference was found between urban and rural student teachers regarding their perception of professional development.

Keywords: perception, student teachers, professional development, arts and science stream