PERCEPTION OF TEACHING PRACTICE PROGRAMME IMPLEMENTATION IN UNIVERSITIES
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ABSTRACT
The goal of this study is to determine the effect of teaching practice on student teachers’ performance in Nigerian elementary schools. This project is broken into five chapters, with chapter one covering the study’s history, objective, research questions, significance, scope, and definition of words.
The second chapter is devoted to a survey of relevant literature. Methodology, population, instruments, technique for data analysis, instrument validation, and data collection via administering questionnaires to a subset of students are covered in the third chapter.
The fourth chapter is also devoted to analysis, interpretation, and result discussion. Here, the research identifies the issues that students face during their teaching practicum, such as a lack of teaching tools, as well as the solutions to these issues. The fifth chapter concludes with a summary, conclusion, and recommendations for future research and references.
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FIRST PART
INTRODUCTION
CONTEXT OF THE STUDY
Due to its significance in national development through political, economic, and social growth to meet societal requirements, teaching practice remains a central concern in the modern world, and the value of instruction is highly dependent on the quality and quantity of teachers’ professional training.
An amazing opportunity to learn the competencies required for effective teaching in all areas of impacting (transferring) knowledge, so enabling individuals being instructed to be aware of their capabilities and have greater knowledge about how to utilize their abilities wherever they may be.
In teacher education, effective preparation of the student’s instructor for his/her role is crucial to his/her success in field experience. Field experience is a major component of the training of teachers and is sometimes referred to as teaching practice.
In Nigeria, trainee instructors frequently acquire practices from experienced teachers that are incompatible with the present educational objectives. The errors in the present educational objective. The errors have contributed to the failure of numerous teachers in the classroom, while students also drop out of school.
The decline in our nation’s educational standards has a negative influence on their profession as a whole. Consequently, teaching practice is mostly a product of the nineteenth century. Its roots grew over time to ensure a vital and distinct demand, which is openly outlined in the Nigerian national policy on education.
Teaching practice is a core course of all the curriculum and instruction, lasting around 10 to 15 weeks of supervised teaching practice. Originally, there was no credit or unit associated with it; it was just a graduation requirement.
However, teaching practice now carries a total of 6 credits for 300-level students. As a result, the scheme is intended to serve as a springboard for the formation of a crop of highly dedicated, devoted, and truly trained teachers who are highly predisposed to innovations and purposeful teaching patterns.
It is essential to have a high standard of supervision. However, oversight requires the collaboration of coordinators, student teachers, principals, and all staff members of collaborating schools, including the College of Education.
The external supervisors and the pupils in the specific classes the student teacher is teaching. Despite the many hands in the program, student teachers frequently complain about one or more irregularities on the monitoring exercise, and supervision appears to be difficult to quantify. It is vital to investigate the student teachers’ perceptions of the quality of supervision during teaching practice.
Due to its significance in national development via political, economic, and social growth to suit societal requirements, teacher education continues to be a topic of interest in the contemporary world. This is why the worth of an instrument depends significantly on the quality of a teacher’s professional training.
Thus, an amazing opportunity to gain the skills necessary for effective teaching in the areas of transferring knowledge, assisting students in becoming more aware of their abilities, power, and how to utilize them, etc.
Similarly, in teacher education, sufficient preparation of the student’s instructor for his/her work is crucial to his/her success in field experience. Field experience is a major component of teacher training and is commonly referred to as teaching practice.
In Nigeria, trainee instructors frequently acquire practices from experienced teachers that are incompatible with the present educational objectives. The errors in the present educational objective. The errors have contributed to the failure of numerous teachers in the classroom, while students also drop out of school.
The decline in our nation’s educational standards has a negative influence on their profession as a whole. Consequently, teaching practice is mostly a product of the nineteenth century. Its roots expanded through time to ensure that a program for training teachers possessed the vital and distinct competencies required at whatever level.
The Nigeria National Policy on Education (2004) mandates that the third component of the teacher education curriculum have its blueprints. Similarly, at the college of education in Ekiadolor-Benin, teaching practice is taken as a core course of the curriculum and instruction that lasted 10 to 15 weeks of supervised teaching practice.
It began without a credit load or unit and was a requirement for education graduates. However, teaching practice now carries a total of 6 credits for students in their last year of higher Education.
As a result, the program has been designed as a springboard for the formation of a corps of highly devoted, talented, and committed educators who are strongly disposed toward innovation and a purposeful pattern of teaching.
This is necessary for quantitative and sound oversight. However, supervision requires the coordinated efforts of the student teachers, the principal, and all members of the cooperating school’s staff, including the college of education, external supervisors, and student teachers.
Despite these varied hands ni the program, students’ teachers frequently complain of one form or another of abnormality on the monitoring exercises, and supervision appears to be a trend to be reckoned with. It is vital to investigate how students’ teachers perceive the quality of teaching practice monitoring among teachers.
STATEMENT OF THE PROBLEM
As part of the certification requirements for teachers-to-be, teaching practice was introduced along with other practical experiences. The importance and necessity of teaching practice necessitated the need for a well-structured, vitally important pattern to be followed in order to attain significant achievement. Due to the fact that the crop of beginning and graduating teachers varies in terms of professional growth, education proficiency, and performance, as well as the declining standard of teacher education product performance and the declining education standard, the learning problems appear difficult to resolve. Even people engaged in teaching experience anxiety over what should have been done and how it was accomplished. Likewise, the series of flushes caused by poor coordination. Consequently, these variations in teacher evaluation during teaching practice. Nonetheless, this will generate the desire to investigate the students’ teachers’ perceptions on the quality of teaching practices supervision. To determine the efficacy of supervision, the following factors are being examined.
RESEARCH QUESTION
Does a lack of support from host teachers affect the effectiveness of student teachers?
Does the attitude of students affect the performance of student teachers?
How does the student’s disposition influence the performance of the student’s teachers?
How does the attitude of the supervisor effect the performance of student teachers?
5. How did your supervisor treat your lesson note?
OBJECTIVE OF THE STUDY
The study’s objective is to:
Determine the issues associated with teaching practice
Highlight the significance, obstacles/constraints, and numerous impediments to the teaching process.
Specify several methods for achieving quality instruction.
THE IMPORTANCE OF THE STUDY
The research is conducted keeping in mind the difficulties, obstacles, and potential for quality supervision of teaching practice. However, the findings of this study will go a long way toward making the teaching practice oversight exercise a worthwhile one for the program’s planners and students. First, the student’s teacher will be made to recognize the significance of the program and to comprehend the many areas of professional interest to him or her. Students can view their supervisors as friends and benefactors, while supervisors who are helpful in achieving excellence can be seen as friends and benefactors.
The supervising professors and other supervisors could learn how to complete the assignment most efficiently. During their teaching practicum, they will become imaginative, creative, and versatile in their handling of future teachers. It will assist practicing school supervisors with their obligations in the exercise so that they may provide the required cooperation to their practicing colleagues in all areas, thereby enhancing the quality and effectiveness of instructors.
Last but not least, the educational information involved will be appropriately called to the appropriate location, thereby resolving teaching/learning challenges, which will be made successful, and teachers-in-training and students will benefit academically. It will also aid in making any necessary adjustments to the selection of the exercise supervisor to ensure its quality and effectiveness.
SCOPE OF THE RESEARCH
The purpose of this study is to determine the significance of teaching practice on student teachers’ performance in elementary schools. This research is limited to Ekidolor-Benin College of Education student teachers. The researcher intends to collect data from just current Year 3 students who have recently completed their teaching practicum.
DEFINITION OF TERMS
Practicing School: The school where a student teacher completes his or her teaching practicum under the supervision of the school’s permanent staff (subject teacher, principals, head of school/department) and supervisors from the subject teacher’s school.
Teaching practice is a learning or trial service in which trainee teachers are sent to a school under supervision for a specified time period. It is a tool for enhancing one’s intellect and physique professionally. As a teacher, competency in these areas and practice in education.
Supervision is the act of being in control of pupils and ensuring that they do their assignments correctly. It is to exercise authority over a person or group.
PERCEPTION OF TEACHING PRACTICE PROGRAMME IMPLEMENTATION IN UNIVERSITIES
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