THE EFFECT OF TEACHING PRACTICE ON THE BASIC SCIENCE STUDENT TEACHER, COOPERATING TEACHER AND THE STUDENT
CHAPTER ONE
INTRODUCTION
The Study’s Background
The pursuit of excellence in undergraduate teacher education in Nigerian universities has remained a major priority. This is due to the low quality of graduates produced by these universities. According to Aduwa-Oglebaen, complaints about the quality of undergraduate instruction are both current and chronic (2005).
Furthermore, he stated that undergraduate practice in Nigerian universities needed to be improved. He advocated for better graduate preparation in order to improve the quality of instruction. As a result, there is a strong desire in our universities for effective undergraduate teacher education.
Nigeria has 150 registered universities, which are owned by the government (federal and state) as well as private individuals and organizations (Joint Admission and Matriculation Board (JAMB), 2010). Among other things, universities are established to produce high-level labor. Various courses are available to help students achieve these goals.
It is expected that by the end of their studies, Nigerian university students will have acquired the knowledge and skills needed to face the challenges of the workplace. A graduate is expected to gain knowledge while in school in order to contribute to the development of his society. At the end of his program, it is assumed that he has completed a standard training process for the award of a degree certificate.
Furthermore, undergraduates are exposed to job-training programs, according to Agbonna, Yusuf, Ajidagba, and Olumorin (2010). Students in the sciences, for example, participate in months of Student Industrial Work Experience (SIWES), while education students are exposed to Teaching Practice, medical students do horsemanship, and law students attend mandatory law school. The goal of job training is to provide them with the necessary training and skills to meet the demands of their workplace.
However, education stakeholders are questioning, doubting, and debating the validity of undergraduate certificates. This is due to their low productivity and poor job performance. Many people have expressed their dissatisfaction with the low productivity of Nigerian university graduates. In 2007, the National Association of Pro-Chancellors of Nigerian Universities (NAPCNU) declared that many Nigerian graduates were unemployed due to poor quality (The Punch, 7th December, 2007).
Furthermore, at a political forum, the then-Nigerian Minister of Education, Sam Egwu, stated that 80 percent of Nigeria graduates were unemployed (Nigerian Compass, 5th March, 2009).
A variety of factors have been blamed for the low and poor quality of Nigerian graduates. Kilpatrick (1997) observed teaching and learning in university classrooms and concluded that aimlessness is the most significant single cause of ineffective teaching. According to Okebukola (2007), Nigerian education graduates were inadequately prepared in both content and pedagogy, and thus could not teach well or, at worst, had incorrect knowledge, all of which combined to have a negative effect on the performance of the students they teach.
It has been observed that the quality of teachers influences the proper implementation of any curriculum at any level. Okebukola (2007) advocated for increased job commitment as well as the need to update the knowledge of university teachers who are in charge of implementing the university curriculum.
This means that the teacher is the pivot around which the success of any educational program revolves, as stated by National Policy on Education (2004), which asserts that no nation can rise above the quality of its teachers. This is why, according to Onwuka (1996), it is the effort of the teachers on which a curriculum designed by planners depends to a large extent for its success in terms of leading to the appropriate ends of education in society.
Many universities in Nigeria have devised various methods of improving their students’ performance in order to increase their productivity and performance in the workplace after graduation. Among these is the students’ evaluation known as educational teaching practice, which is used to assess teaching effectiveness and efficiency.
1.2 Problem Description
Several studies (Ngidi & Sibaya, 2003; Marais & Meir, 2004, and Kiggundu & Nayimuli, 2009) have been conducted on student-teacher experiences during teaching practice, but a review of the literature indicates that there are limited studies on education assessment of the quality of students’ teaching practices that have been comprehensively viewed by lecturers in the Faculties of Education as they are crucial stakeholders in the sector.
Science is the primary enabler of national development. As a result, society is confronted with the problem of inexperienced basic science teachers. The purpose of this study is to look into the impact of teaching practice on basic science student teachers, cooperating teachers, and the students they teach.
1.3 Study Purpose
• To investigate the impact of teaching practice on basic science student teachers’ classroom teaching preparation and teaching attitude.
• The impact of the cooperating teacher’s teaching practice on social relationships and knowledge formation.
• The impact of teaching practice on students’ attitudes, interests, and content knowledge in basic science.
1.4 Importance of the Research
With reference to; this study would develop the attitude and classroom preparation of basic science student teachers in preparation for efficacy, efficiency, and professionalism in science teaching. Content knowledge; that is, the ability to provide solutions to problems, to reason scientifically, and thus provide answers to questions from students.
Pedagogical knowledge entails collecting data in a systematic manner, analyzing the data, interpreting the data, and synthesizing the analyzed data using practical and theoretical understanding.
Working habits; that is, as a science teacher, there should be clarity, structured experimentation of facts, and nature-like instructional material to help students understand the fundamentals of science. Fostering best practices, that is, the development of good communicative skills, positive attitudes during teaching, teaching methods, and the ability to render good learning content in the classroom.
The study will determine positive attitudes and thoughts in basic science students who choose a career in teaching, as well as the importance of teaching practices as a means of acquiring the fundamental techniques on which future knowledge can be built. The study will raise awareness of and keep a close eye on the social relationships that emerge between the cooperating teacher and the student teacher during teaching practice. In addition, to investigate cooperating teachers’ perspectives on teaching practice.
1.5 Research Issues
To guide the study and determine whether teaching practice has an effect on the cooperating teacher, basic science students, and the student, the following research questions were posed:
1. What effect does teaching practice have on the student teacher’s classroom preparation and attitude toward teaching?
2. What effect will teaching practice have on the cooperating teacher’s social relationships and knowledge formation?
3. What effect does teaching practice have on students’ interest, attitude, and basic science content knowledge?
1.6 Hypothesis of Research
To define the study, the following null hypotheses were tested at a level of 0.05 percent;
H01: In terms of classroom preparation and attitude toward teaching, there will be no significant effect of teaching practice on the basic science student teacher.
H02: Teaching practice will have no significant effect on cooperating in terms of social relationships and knowledge formation.
H03: There will be no significant effect of teaching practice on students’ interest, attitude, or basic science content knowledge.
1.7 The Study’s Scope
This research is limited to Junior Secondary School students at Ijero Junior High School in Lagos State’s Educational District 3 Ebute-metta Local Government Area and Morocco Comprehensive School in Lagos State’s Educational
District 2 Shomolu Local Government Area. In addition, the study will be limited to basic science student teachers at the University of Lagos’ Faculty of Education, with a focus on the concept of congestion and the study’s primary conservation.
1.8 Terminology Definitions
Teaching Practice: This refers to the evaluation of student teachers on a regular basis. It entails the systematic gathering and analysis of information on the basis of which decisions about the effectiveness and efficiency of the teacher are made.
Pedagogy is the art and science of organizing, planning, and teaching in a classroom setting. It is a method of teaching and learning that focuses on the impacting of knowledge or content in subject areas.
This is a fundamental science, or a science that describes the most fundamental objects, forces, and relationships between forces and matter.
A cooperating teacher is a facilitator and guide for a student teacher during a principal apprenticeship practice known as teaching practice.
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