Pre-Service Teaching Patterns, Challenges and Opportunities during School Attachment Practicum in Rwanda

This study examined the school attachment experiences of student-teachers in Rwanda through aqualitative content analysis of 80 school attachment reports from alumni of the University ofRwanda–College of Education and the Adventist University of Central Africa, purposely sampled toensure diversity in institutional affiliation, placement location and gender. Data was analyzedthematically, with credibility enhanced through peer debriefing, triangulation with schoolattachment stakeholders and a validation workshop involving key stakeholders. Findings indicatethat while school attachment fosters professional growth, reflective practice and identitydevelopment, student-teachers face significant challenges, including inconsistent mentorship,limited teaching resources, logistical difficulties and emotional stress. Student-teachersdemonstrated resilience, adaptability and creative problem-solving in response to these challenges.They also provided concrete suggestions for improving school attachment experiences,highlighting the need for structured mentorship programs, peer support networks, counsellingservices and coordinated planning between universities and host schools. The study concludesthat enhancing the effectiveness of school attachment in Rwanda requires systematic, studentcenteredinterventions that integrate mentorship, resource provision and psychosocial support.