CONTROVERSIES AND FUTURE OF TEACHING PRACTISE PROGRAMME
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CONTROVERSIES AND FUTURE OF TEACHING PRACTISE PROGRAMME
ABSTRACT
The purpose of this project is to investigate the difficulties and potential of teaching practise programmes using a case study of the College of Education in Ekiadolor, Benin City. Chapter one includes some background information, a declaration of the difficulties, and an outline of the study project’s aims.
Chapter two consists primarily of an examination of other people’s contributions to the subject. The third chapter is concerned with the research design and methodology. Chapter four also covers data presentation, analysis, and findings. Finally, in Chapter 5, the researcher offers a conclusion as well as modest and humble recommendations.
CHAPITRE ONE
INTRODUCTION
HISTORY OF THE STUDY
As a result of rising school dropout rates, the Nigerian government amended its National Policy on Education in 1980. The creation of teaching practise programmes at the College of Education, Ekiadolor, with a concentration on the acquisition of practical teaching skills, competencies, and knowledge that would enable persons to influence knowledge, was a major element of the policy.
One of the reasons for the emphasis on teaching programmes is that it is a skill practise that will equip it with gainful work. Even if they only finish at the Nigeria Certificate of Education level. One basic requirement for achieving this goal is the availability of relevant instructional aids such as charts, chalk boards, text books, and so on.
This would ensure that courses are taught in accordance with the curriculum and programmes. In this regard, the employment of audio- unseals and related teaching capabilities, as indicated by the majority of authors, would be appropriate.
Teaching practise is an essential and mandatory component of teacher preparation because it represents the final steps in the exercise. It is a period in the education of the teacher aspirant when he is allowed, under expert supervision, to experiment in a real school environment with what he has learned in theory about teaching.
Teaching practise, according to Grim and Micheals (2006), is an opportunity for aspiring teachers to get practical classroom experience under expert supervision.
According to Okorie (2005), “student teaching is not a trial period, but rather a preparatory period and an opportunity for the student teacher to learn about the actual work of the teacher in the classroom as well as out of classroom experiences and good human relations.”
In a recent study, Onwikwe (2008) discovered that in order to be effective, student teachers should have the following attributes.
The student teacher receives extensive training in the subject he is to teach, as well as in educational technology and subject-specific methods. Experience in micro-teaching is required.
Throughout the exercise, the student teacher works under the supervision of a co-operating teacher.
The student teacher does not combine practise and instruction with other university/college courses.
The student teacher is part of the co-operative force and is expected to adapt to the school’s environment.
Throughout the experience, the student teacher participates in all of the school’s extracurricular activities.
Before beginning to teach himself, the student teacher gets the opportunity to spend some time watching and observing the professional instructor at work.
STATEMENT OF THE PROBLEM:
The purpose of this research is to identify the challenges and potential of the teaching practise programme at colleges of education, with a focus on Ekiadolor College of Education in Benin.
The ideal situation is for student teaching to not take place concurrently with other courses at the university or college. The placement of student teachers at schools outside from campus may imply that they are not required to take any additional courses during their practise teaching period.
A closer examination of the secondary school year in comparison to the university I college year reveals the opposite. Observed teaching practise periods frequently overlap with university/college semesters.
As a result, students returning from teaching practise may miss up to four weeks of class and may even miss their carryover exams. As a result of all of this, the researcher plans to investigate the issues as well as the potential of teaching practise programmes in colleges of education. Ekiadolor-Benin
RESEARCH QUESTIONS
The following are the research questions that the project attempts to answer:
Is there any trouble with the student teacher’s teaching practise?
Is it true that a lack of personal traits might impede a pupil’s or student’s advancement in the learning process?
Is the student interested in becoming a teacher after graduation?
1.4 PURPOSE OF THE STUDY
The study’s goal is to “examine the problem and prospects of the teaching practise programme as an educational tool aimed at gaining experience and using this experience as a foundation to build upon,” according to the establishment of the college of education, Ekiadolor Benin, and to make some recommendations to improve the teaching practise programme.
1.5 SIGNIFICANCE OF THE STUDY
The study is significant to a large number of people, particularly those at the university and college of education, and it will also serve as a reference for future partial replications of the study.
1.6 OBJECTIVES OF THE STUDY
The primary goals of this research are to investigate recent experiences in teaching practises programmes in colleges of education, highlighting approaches used and offering areas for improvement.
The importance of teaching practise in the lives and upliftment of a nation and individuals is immense, especially in this scientific and technological age; it is therefore critical that every college of education take use of every opportunity available to colleges of education.
Teaching practise programme, if not to a broad extent, but at least to the level of the Nigeria Certificate in Education. This study is therefore critical since the reports based on its findings will be able to affect the decisions of a number of agencies.
1.8 DEFINITION OF TERMS
The essential concepts (words) employed in the study are operationally defined as follows;
Education is the acquiring of concepts and knowledge with the goal of bringing about constructive behavioural change.
Students: Anyone who studies or is interested in gaining knowledge.
Teaching: The process of assisting someone in learning or giving lessons to demonstrate how to do something.
Practise: The act of doing something repeatedly in order to become proficient at it.
A programme is a list of events that will take place.
Findings: Something discovered after doing a search.
The ability to do something well.
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