ABSTRACT
The purpose of the study is to find out the importance of teaching
practice on students teachers performance in primary schools in Nigeria. This
project is divided into five chapters, chapter one is the background of the
study, objective of the study, research questions, significance of the study,
scope of the study, definition of terms. Chapter two is concerned with review
of related literature. Chapter three involves methodology, population,
instrumentation, procedure for data analysis, validation of instrument and
gathering information through administration of questionnaires to some selected
students. Also chapter four is devoted to analysis, interpretation and also
discussion of result. Here the research find the problems which students
encounter during teaching practice such as lack of teaching aids etc and the
solution to those problems. Chapter five finally involves summary, conclusion,
recommendations are of further research and reference.
TABLE OF CONTENT
Chapter One
Introduction
Background of the study
Statement of the problem
Research questions
Purpose of study
Significance of the study
Scope and delimitation of study
Definition of terms
Chapter Two
Literature review
Chapter Three
Research Methodology
Chapter Four
Analysis and interpretation of
data
Discussion of finding
Chapter Five
Summary, Conclusion and
Recommendations
References
Questionnaires
CHAPTER ONE
INTRODUCTION
BACKGROUND TO THE STUDY
Teaching practice still remains a cardinal focus in the world today, due to its
role in the national development through political economic and social
development to meet societal needs that is the reasons and the value of
instruction depends to a large extent on the quantity and quantity of
professional training of teachers. An enviable opportunity to acquired
competencies needed for effective teaching in all area of impacting
(transferring) knowledge helping those being taught to be aware of their
talents and have more knowledge and how to use their powers where every they
are. In teacher education, adequate preparation of the student’s teacher for
his task is very important for his/her success in field of experience such
field experience is a core aspect in the training of teachers and often
referred to as teaching practice. In Nigeria, students teacher here often adopt
practice from experience teachers, which are not in line with the demands of
current educational objective. The mistakes of current educational objective.
The mistakes have contributed to the failure of many teachers in the classroom
while pupils too become dropouts. The overall effect for their professional
calling is the falling standard in education of our country. Hence, teaching
practice is essentially that which come into existence in the 19th century. Its roots grew over the
years to assure an indispensable and distinct requirement that have its blue
prints boldly written in Nigeria national Policy on Education. Teaching practice
is taken as a core course of all the curriculum and instruction which lasts for
about 10-15 weeks supervised teaching practice, it began without credit or unit
attached to it and was merely a requirement to graduate. But now teaching
practice is weighted to carry a total of 6 credits for students in 300 levels.
Consequently, the scheme is being geared as a launching pad for the emergence
of a crops of highly dedicated, devoted and sincerely trained teachers who are
highly predisposed to innovations as well as purposeful pattern of teaching.
The imperative is for qualitative and sound supervision. However, supervision
entails the cooperative efforts of coordinators, the students teachers, the
principals and all members of staff of the cooperating schools, this include
also the College of Education. The external supervisors and the students in the
particular classes being taught by the student teacher. Inspite the
various hands in the scheme student teachers often come out complaining of one form
of abnormality or another on the supervision exercise and supervision seems
very vague to reckon. It becomes necessary to investigate the student teacher
perception on the quality of teaching practice supervision.
In the world today, teacher’s
education remaining a thing of focus, because of its role in national
development through political economical and social development to meet
societal needs. That is the reason of the value of instrument depends to a
large extent on the quality of a professional training of teachers. Hence an
enviable opportunity to acquire competence needed for effective teaching in the
area of imparting knowledge, helping those being taught to become more aware of
their talents, power and how to use them and so on.
Similarly, in teacher education, adequate preparation of the student’s teacher
for his task is very important for his/her success in field of experience such
field experience is a core aspect in the training of teachers and often
referred to as teaching practice. In Nigeria, students teacher here often adopt
practice from experience teachers, which are not in line with the demands of
current educational objective. The mistakes of current educational objective.
The mistakes have contributed to the failure of many teachers in the classroom
while pupils too become dropouts. The overall effect for their professional
calling is the falling standard in education of our country. Hence, teaching
practice is essentially that which come into existence in the 19th century. Its roots grew over the
years to assure on indispensable and distinct competent of teachers training
program met any level. It is a requirement that have its blue prints in Nigeria
National Policy of Education (2004) the third component of teacher education
curriculum similarly, in the college of education, Ekiadolor-Benin, teaching
practice is taken as a core course of the curriculum and instruction which
lasted 10-15 weeks supervised teaching practice it began without credit load or
unit attached to it and as merely a requirement to graduates in education. But
now, teaching practice is weighed to carry a total of 6 credits for students in
college of Education in their final year.
Consequently, the scheme is been geared as a launching pad for the emergence of
a corps of highly dedicated, devoted and capable teachers who are highly
predisposed to innovation as well as purposeful pattern of teaching. This
imperative for quantitative and sound supervision. However, supervision entails
the cooperate efforts of coordinating the students teachers, the principal and
all members of staff of the cooperating school (i.e. school where teaching
practice exercise is done) including the college of education, the external
supervisors and the students teachers. Inspite of these various hands ni the
scheme, students teacher often come out complaining of one form of abnormality
or the other on the supervision exercises and supervision seems very vogue to
reckon with. It becomes necessary to investigate the student’s teacher perception
on the quality of teaching practice supervision among teachers.
STATEMENT OF THE PROBLEM
Teaching practice was introduced like other practical experiences in
fulfillment of the certificate requirement of the teacher to be. It is an
experience every education students in the college of education must undergo it
was in view of the importance and necessary of teaching practice that the need
for a well programmed vitally well pattern follow to achieve meaningful
success. However, with the crop of grounding and graduating teachers being
varied in the scheme of professional growth, teachers education proficiency and
performance coupled with the decreasing standard of teacher education product
performance as well as the falling standard of education, the learning problems
seem burdensome to resolve. Even those in teaching practice their ordeal in
performance create worry over what ought to be and how it was done. Similarly
the series of flush resulting from improper coordination. Thus, these variation
in assessing teacher during teaching practice. This will however, creates
desire to study the students teacher perception of the quality of teaching
practices supervision. To ascertain the effectiveness of supervision, the
following are being tested.
RESEARCH QUESTION
1.
Do lack of support by host teachers influencing student teachers performance?
2.
Does the attitude of students influence student teacher performance?
3.
How does the attitude of the student influence the performance of the student’s
teachers?
4.
How does attitude of supervisor influence student teacher performance?
5.
How did your supervisor treat your lesson note?
PURPOSE OF THE STUDY
The purpose of the study is to:
1.
Determine the issues involved in teaching practice
2.
Highlight the importance, obstacles/constraints as well as various hindrances
to the teaching practice.
3.
Suggest various ways quality teaching can be realized.
SIGNIFICANCE OF THE STUDY
The research
is carried out with the issues, hindrances and prospect of quality supervision
of teaching practice in mind. Finding of this work will however, go a long way
in making the teaching practice supervision exercise a befitting one for the
planners and students involved in the programme. First the student’s teacher
will be made to realize the importance of the programme and to understand
various areas of interest to the student’s teacher to enhance his or her
profession. The students can see their supervisors as friends, helper and those
cooperative supervisors assisting useful means to getting the best.
The
supervising lecturers and other supervisors could learn how best to accomplish
the task. They will become innovative, creative, and versatile in handling
teachers to be during their teaching practice. It will help the practicing
school supervisor responsibilities in the exercise so that they can render the
necessary cooperation to those practicing colleagues in all spheres, the
programme so to have quality and better teachers.
Lastly, the
educational knowledge involved will properly be called to the right place
thereby solving teaching/learning difficulties, which will be made effective
and both teachers trainees and students will gain academically,. It will also
help in making any necessary adjustment in the appointment of supervisor for
quality and effective exercise.
SCOPE OF THE STUDY
The study is
designed to find out the importance of teaching practice on students teachers
performance in primary schools. The study is restricted to College of
Education, Ekiadolor-Benin student teachers. The researcher hopes to get
information from the present year three (Yr 3) students only who have just been
concluded their teaching practice.
DEFINITION OF TERMS
Practicing School: The school where a student teacher does his/her teaching
practice under the supervision of the permanent staff (subject teacher,
principals, head of school/department) of the school and supervisors from the
subject teachers school.
Teaching practice: A learning or trial service of students teachers who are sent to
school under supervision for a designated period of time. It is a device to
develop the mind and body, enhance professionally. Competence in them and
practice of education as a teacher.
Supervision: It is the act of overseeing to be in charge of students and
responsible for making sure that they do their work properly. It is to
superintend over some one or a group of people.
| Department | Education |
| Project ID Code | EDU0067 |
| Chapters | 5 Chapters |
| No of Pages | 98 pages |
| Reference | YES |
| Format | Microsoft Word |
| Price | ₦4000, $15 |
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| Contact Us On | +2347043069458 |