THE RELATIONSHIP BETWEEN TEACHING PRACTICE AND STUDENT PREPARATION FOR TEACHER EDUCATION
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
According to Dewey, education aids in the formation of a fundamental attitude of imagination, desires, and thinking, which is intrinsically linked to culture in terms of its inclusiveness. In other words, education can be viewed as a tool for societal transformation, and every nation has a strong belief in education’s efficacy as a potent tool for national development.
Consequently, education entails teaching and learning; however, in order for teaching and learning to occur, there must be teachers and students to be taught. Thus, effective instruction can be provided by a trained individual known as the teacher.
In today’s society, teaching is handled properly by educationally and morally trained individuals (teachers). These teachers perform their duties effectively, ensuring that they are at school before the students or pupils arrive and establishing the role of welcoming them into the classroom, seating them, and initiating the day’s work.
During instruction, the teacher makes every effort to pique the students’ interest in the subject matter, which undoubtedly increases the students’ desire or motivation to work harder. Planning the lesson also helps the teacher organize himself properly, explain the topic, and simplify things for students’ better comprehension.
The manner in which a teacher addresses a class reveals an attitude and conveys a message not only through the words spoken, but also through the manner in which they are spoken. Before addressing the class, he ensures that all students have stopped playing and are paying close attention.
By fostering mutual trust and esteem, the teacher cultivates positive relationships with his/her students. The teacher accomplishes this by being aware of each student as an individual and sensitive to the mood of the entire class. The awareness of individual differences begins with the necessary task of learning names and correctly associating them with faces.
Possessing knowledge of various teaching methods and knowing which one to employ and when enables him to instruct his students effectively. It is the responsibility of the teacher to create a classroom environment that fosters the educational development of his students and reflects his personality, care, and appreciation for their endeavor. This is achieved by keeping the classroom clean and organized.
With these factors in mind, the researcher was compelled to ask, “Why are teachers so adept at their jobs? Were they born to be teachers?” Later, the researcher discovered that for a person to become a teacher, he must be trained to acquire these skills and must complete three months of teaching practice during their training. Therefore, the researcher is conducting this study to determine the effect of student teaching on their preparation for teacher education.
STATEMENT OF THE PROBLEMS
Teaching practice is an essential component of teacher education preparation. This research aims to determine the role of teaching practice in preparing students for teacher education, how teaching practice enhances students’ knowledge of teaching, whether teaching practice exposes students to maintaining effective classroom management, and whether teaching practice exposes students to how theory and practice are combined.
OBJECTIVE OF THE STUDY
The objective of this study was to determine the impact of student teaching on their preparation for teacher education. A case study of Ekiadolor College of Education, Benin. To be able to identify these roles and assess the extent to which they have enhanced the student’s preparation for the teaching profession.
RESEARCH QUESTIONS
The research questions consist of the following:
Does teaching practice expose students to the integration of theory and practice?
Does teaching experience expose students who are preparing for teacher education?
Does teaching practice reveal the personality of the instructor?
Does teaching practice enhance the students’ understanding of teaching as a profession?
THE IMPORTANCE OF THE STUDY
This study examined the impact of teaching practice on teacher education student preparation. A case study of Ekiadolor College of Education. We are confident that teaching practice will help us develop our teaching abilities.
This research will be useful for curriculum planners and designers, the government, teachers, parents, and students preparing for careers as teachers. The outcome of the study may highlight the need for the government and school administration to encourage the participation of incoming students preparing for teacher education in the exercise.
This study’s findings may also aid educational administrators in monitoring institutions of teacher education in order to improve the activities for teachers.
SCOPE OF THE RESEARCH
This research will be limited to the Ekiadolor College of Education because all students are required to participate in a teaching practice exercise prior to graduation.
DEFINITION OF TERMS
This is the act of imparting knowledge to a student.
Practice is the act of applying what one has learned.
Teaching practice is an opportunity for student teachers to apply their knowledge and theories in child and adolescent psychology, learning theories, guidance and counseling, classroom management, educational administration, planning and supervision, curriculum development, test measurement and evaluation, instructional technology, and micro teaching, among others.
Socio-norm: societally accepted standards of behavior.
The process of instructing practice is exercise.
Individuals who have not yet gained admission to a higher education institution.
Declare; make known
Institution: A place of instruction and study.
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THE RELATIONSHIP BETWEEN TEACHING PRACTICE AND STUDENT PREPARATION FOR TEACHER EDUCATION