Evaluating Teaching And Learning Of Guidance And Counseling In Colleges Of Education
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Evaluating Teaching And Learning Of Guidance And Counseling In Colleges Of Education
CHAPTER ONE INTRODUCTION Background to the Study
Education is a technique by which nations construct their desired society and a tool for change. Education is intended to induce a desirable change in persons while also adding to their existing knowledge (Onwuka, 1981).
The presence of missionaries in Nigeria brought formal teacher education to the country. The requirement for evangelisation stimulated personnel training for teaching purposes.
Initially, these persons served as catechists, teaching religious concepts in churches, but they subsequently realised the importance of training them to supply manpower for other tasks.
This persisted until the nineteenth century, when the country established a formal institution for teacher training (Akuyimu, 1991). The Ashby commission, established in 1959, brought about a shift in teacher education.
The Ashby panel reported that the country’s (Nigeria’s) manpower development was dependent on the number of certified teachers and the suggested teacher education programme, which supported the entire educational system.
Two teacher education plans were created based on the recommendations. One of these schemes was the teacher certification program, which was designed with the help of UNESCO. Later, the Federal and the
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In 1962, regional administrations were established in all five Advanced Teaching Training Colleges (ATTC) in response to the Ashby Commission recommendations. This was eventually converted to Colleges of Education (COEs).
Colleges of Education are responsible for training teachers in a variety of teaching subjects and methodologies for use in the nation’s elementary and secondary schools. Specifically, the National Policy on Education (2004) states that the goals of teacher education are:
xCreate highly motivated, diligent, and effective classroom instructors at all levels of our educational system.
Encourage the spirit of inquiry and innovation among instructors.
Help teachers integrate into the social life of their communities and society as a whole, as well as strengthen their dedication to national goals.
Provide teachers with an intellectual and professional background.
adequate for their duty and make them flexible to any shifting.
situation not only in their country but also in the larger world. xEnhance teachers’ devotion to their job.
The foregoing aims demonstrate that teaching in tertiary institutions, which deal with teacher education programs, is more than just instructing; it is more comprehensive and provides a framework in which students get powerful knowledge about the subject matter. Above all, the objectives demand teacher development in solid
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Self-awareness and efficacy are dependent on their professionalism, experience, and devotion. Similarly, Shuaibu (1991) emphasises the importance of teacher education programs in our educational system as follows:
It preserves the system. A teacher education course should focus on teaching teachers how to choose what to teach and how to properly identify groups.
It should be evaluative. A teacher education programme should evaluate not just what is learnt, but also what is deemed worthwhile and how these topics are taught.
It should be productive. The programme should be able to forecast the future and determine the abilities and attitudes required to withstand the test of time.
xIt should function as a maintenance system. The teacher education plan should compensate for the shortfall caused by the school system’s expansion.
A research-based teacher education plan should identify and replace outdated information and technique in the school curriculum.
The upshot of the foregoing responsibilities is that the graduates of the teacher education program are supposed to personify the educated Nigerian, to be a
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Regardless of environmental constraints or personal deprivations, I am a nationalist and patriot.
Guidance and counselling are among the courses offered at educational colleges. The philosophy of the guidance and counselling programme in colleges of education as stipulated by the National Commission for Colleges of Education (NCCE, 1996) is inspired by the desire to assist students in becoming potentially and intellectually informed in guidance and counselling skills for logical reasoning, ideas, understanding their capability, and making useful educational decisions.
According to the National Commission for Colleges of Education (NCCE), the objectives of the guidance and counselling program include the following:
· Identify and educate individuals on their basic personal prerequisites, abilities, assets, liabilities, and potential.
· To convey accurate information or explain misinformation.
· Evaluate an individual’s possibilities for success in the employment market.
· Raising customer awareness about potential jobs and career advancement opportunities.
them.
· Provide possibilities for further training and progress in the occupation.
· Suggesting alternate vocations and identifying priorities.
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xHelps individuals employ suitable skills and approaches for self-direction, personal understanding, self-confidence, and mental development in order to make healthy growth modifications.
x To mobilise all available resources at school or at home to meet the student’s vocational, academic, and social/personal needs.
To attain these admirable goals, as well as to improve the effectiveness and efficiency of education colleges, it is necessary to continually examine our schools’ guidance and counselling programs in order to accommodate quick changes in educational, vocational, and socioeconomic development.
Some evaluation studies have been carried out in Nigerian colleges of education and are as follows: Dienye (2005) describes evaluation as the process of determining how far learning experiences in relation to planned and organised content generate the desired effects. The evaluation process will include identifying the curriculum plan’s strengths and limitations.
Evaluation is a systematic process that involves the supervised monitoring of children’ behaviour changes. According to Agbaegbu, Ezendu, and Agwagah (2000), evaluation is the systematic assessment of the functionality of educational programs and practices. Learners are exposed to
some content before evaluating or determining the degree of learning or behavioural change that has occurred.
Teaching is a phrase that we use in three different contexts: as a profession/occupation, as a doctrine/body of knowledge, and as a formal school activity (Keziah and Lawrence, 2003). Teaching as a formal school activity is the most important one for us because it is the process of educating a student.
Teaching is involved with influencing the thoughts, feelings, and behaviour of others. It is a system of action by a previously knowledgeable individual working with one or more learners to attain certain learning outcomes.
Attempts to describe the concept of teaching and learning have raised the question of selling and buying. There is no denying the reality that notions require some type of interaction.
In other words, some degree of interaction is required before there can be teaching-learning or selling-buying. However, unlike the seller-buyer connection, which features the action of delivering something to someone in exchange for money as the most essential predictable activity, the teacher-learner relationship lacks a single main event.
Rather, it consists of a succession of acts like as marking papers, talking and demonstrating, explaining and illustrating, or writing something on the chalkboard.
Oxford Advanced Learners Dictionary (2000) defines experience as the knowledge and expertise obtained from doing something over time. For example:
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A teacher with ten years of teaching experience influences the way he or she thinks and conducts in a more acceptable manner due to the collected information gathered through the abilities acquired from a certain job.
The utilisation of instructional facilities improves learning experiences and encourages engagement within the learning environment. As a result, the engagement leads to greater interest and the acquisition of skills required in the workplace.
In this age of educational technology, learning demands the systematic application of scientific knowledge to practical activities, as well as the identification and analysis of learning problems. According to Olumba (1996), learning takes place at three levels: (a) direct experience, (b) iconic experience, and (c) symbolic experience.
The direct experience level deals with real-life experiences in which the learner interacts with his surroundings through seeing, learning, touching, and manipulating what he has learnt. The iconic level of learning is concerned with teaching students through the use of pictures. This type of learning leads to vicarious experiences.
The symbolic level of learning is simply learning by abstraction, as in mathematics. Learning experience is the interaction of the learner with the external conditions in their settings, to which he might respond (Olaitan and Ali 1997).
The learning environment is the collective social and technological setting in which teachers and students interact with instruction.
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