STUDENTS’ PERCEPTION OF THE QUALITY OF TEACHING PRACTICE SUPERVISION AMONG COLLEGE OF EDUCATION LECTURERS
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ABSTRACT
This study investigates student teachers’ perceptions on the quality of student teaching supervision. The objective is to determine the issues involved in this exercise, to highlight how supervision is carried out, the relationship between supervision and students’ supervisor disposition, and to discuss and instruct students on areas of expectation.
The study was guided by a number of research issues, including the nature of supervision, the supervisor’s job, and the supervisor’s relationship with students/human relations. Time considerations and the excessive evaluation of the supervisory exercise. The group was comprised of first-year college of education, Ekiadolor Benin students who had participated in teaching practice.
FIRST PART
BACKGROUND OF THE STUDY
Due to its role in national development via political, economic, and social development to meet societal needs, 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, adequate preparation of the student’s teacher for his/her task is crucial to his/her success in field experience. Field experience is a central 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 (1998) mandates that the third competent teacher education curriculum have its blueprints. Similarly, at the college of education in Ekiadolor-Benin, teaching practice is a key subject of the curriculum and instruction that began with no 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.
EXPRESSION 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
How did your supervisor respond to your lesson note?
2. How many kids were evaluated by your supervisor in your school?
Where did the instructor remain while supervising your class?
Did your supervisor meet with you following your teaching experience?
5. Was there a conversation with the school’s personnel?
6. Did your supervisor accept the gift?
7. What was the supervisor’s demeanor like towards you?
8. Were there any issues that you would have liked to discuss with your supervisor?
OBJECTIVE OF THE STUDY
The study’s objective is to:
Determine the issues associated with teaching practice supervision
Highlight the impediments, restrictions, and numerous impediments to quality supervision during teaching practice.
Suggestions for achieving competent oversight of the teaching profession.
THE IMPORTANCE OF THE STUDY
The research is conducted keeping in mind the issues, 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 supervision 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 various areas of professional interest to the student’s teacher. Students can view their supervisors as friends and benefactors, and 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 task most efficiently. During their teaching practicum, they will become innovative, creative, and versatile in their handling of future teachers. It will assist practicing school supervisors with their responsibilities in the exercise so that they can provide the necessary cooperation to their practicing colleagues in all areas, thereby enhancing the quality and effectiveness of teachers.
Last but not least, the educational knowledge involved will be appropriately called to the appropriate location, thereby resolving teaching/learning difficulties, which will be made effective, 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 how students perceive the quality of teaching practice supervision provided by lecturers. The study is limited to College of Education, Ekiadolor-Benin, where only current year three (Year 3) students who have recently completed their teaching practice will be surveyed.
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.
STUDENTS’ PERCEPTION OF THE QUALITY OF TEACHING PRACTICE SUPERVISION AMONG COLLEGE OF EDUCATION LECTURERS
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