Analysis Problem of Student Teacher During Teaching Practice in Nigeria
CHAPTER ONE
Objective of the Study
The main objective of the study is to examine the challenges faced by student teachers during teaching practice exercise. The specific objectives are:
- Investigate the classroom management challenges faced by student teachers during teaching practice exercise.
- Investigate the environmental challenges faced by student teachers during teaching practice exercise.
- Investigate the curriculum development and instructional challenges faced by student teachers during teaching practice exercise.
- Investigate the supervisory challenges faced by student teachers during teaching practice exercise.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Theoretical Framework
This study is anchored on two theoretical perspectives namely (i) the Social Learning Theory and (ii) Anxiety
Social Learning Theory (SLT)
Theory deals with the proposition that has been confirmed by the experiment. It give the directive to the explanation of certain phenomenon. Social Learning theory posits that people learn from one another via observation, imitation and modelling. The theory has often been called a bridge between behaviourist and cognitive learning theories because it encompasses attention, memory and motivation. Bandura (1978) opined that a significant part of what a person learns occurs through imitation or modelling. Bandura asserted that the socialization of the individual, his exposure to learning situations, observations and UNIVERSITY OF IBADAN LIBRARY 13 constant rehearsals of learning behaviour of others is paramount in the teaching and learning activity of the individual. This theory was supported by Akinboye (1989) who asserted that without the individual’s exposure to learning stimulus, and for the individual to observe and learn from others who are more experienced than him/her in a setting by using reinforcers, motivators and other stimuli such as instructional aids, other concrete learning materials such as pictograph slides and films, it will be very difficult for such an amateur learning to gain maximally. The theory also assumed that human behaviour cannot be explained by stimulus response operation alone; that cognitive and social motivation play important roles in the manifestation of human behaviour, work performance and achievement. The Social Learning Theory (SLT) focuses on observation learning in social situations as basis for acquiring new behaviour. Bandura, however, asserted that consequences, reinforcement, motivators and other cues are automatic reinforcers, except the human organism involved is able to perceive the consequences, reinforcement and other incentives as useful within a social learning setting. Social Learning Theory considered modeling and imitation as important to social development. Learning, according to this principle, is a combination of psychological principles and social conditions. Miller (1983) opined that learning occurs through observation resulting from the manipulation of internal cognitive variable. The theory, therefore, places much premium on cognition. It thereby focuses on individual’s active cognitive processing to select, extract and maintain environmental information, as well as generate meaning from the information gathered. Social learning theorists believe that one can observe someone’s behaviour and acquire new behaviour without actual performance. It also believes that performance is merely an overt manifestation of learned behaviour and an index of learning. This implies that a student’s performance in a given test is an indication of how much he has learnt or acquired in that particular subject.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain analysis problem of student teacher during teaching practice in Nigeria. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of analysis problem of student teacher during teaching practice in Nigeria.
Summary
This study was on analysis problem of student teacher during teaching practice in Nigeria. Three objectives were raised which included: Investigate the classroom management challenges faced by student teachers during teaching practice exercise, investigate the environmental challenges faced by student teachers during teaching practice exercise, investigate the curriculum development and instructional challenges faced by student teachers during teaching practice exercise and investigate the supervisory challenges faced by student teachers during teaching practice exercise. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from public senior secondary schools students in both Island and Mainland in Lagos state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The attainment of quality education will be a mirage without adequate preparation of manpower that will dispense the knowledge. This calls for serious consideration of stipulated strategies to be adopted.
Recommendation
- Faculty should have a micro-teaching laboratory where students will be well exposed to the rudiments of teaching.
- There should be teaching practice handbook for the students to have a uniform method of writing lesson notes. Rules and regulations of practical teaching will also be stipulated in this hand book.
- Students should be sent to good schools with suitable learning environment.
- Government needs to provide some incentives to students during teaching practice just like nurses during hospital experience.
- The Faculty should find out whether the schools have need for students teachers to avoid the embarrassment of rejection.
- Lecturers should endeavour to visit the students and supervise the actual teaching process.
References
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- , R.A. (2002): A Study of Practice Teaching of Prospective Secondary School Teachers and Development of Practice Teaching Model, Arid Agricultural University Rawalpindi, Unpublished Ph.D. Thesis. Federal Ministry of Education (2004). National Policy on Education,Lagos: Federal Ministry of Information.
- Furlong VJ, Hirst PU, Pocklington K (1988). Initial Teacher Training and the Role of the School. Philadelphia: Open University Press.
- Federal Ministry of Education (2006). Draft 21 : 11 : 06. National framework.
- Ijaiya, Y. (2001). From quality control to quality assurance:A panacea for quality education in Nigerian schools. In N.A. Nwagwu, E.T. Ehiametalor, M.A. Ogunnu & M. Nwadiani (Eds). Current issues in educational management in Nigeria. National Association of Educational Administration and Planning.
- Iniobong E. N. (2008): Quality Assurance in Teacher Production: The Case of Akwa Ibom State College of Education, Nigerian Journal of Curriculum Studies December 2005, Vol. 15 No. 4.
- Izumi, L. & Evers, M.W. (2002). Introduction.In L. Izumi & M.E. Williamson (Eds). Teacher quality. Stanford: Hoover Institution Press.
- Lassa, P. N. (1996): A forward in Teachers Education. An Imperative for National Development (ED), Kaduna, National Commission for Colleges of Education. National Open University of Nigeria (NOUN), 2010. EDU635 Teaching Practice Manual.
- Nwanekezi, A.U., Okoli, N. J. & Mezieobi, S. A. (2011). Attitude of Student-Teachers towards Teaching Practice In the University of Port Harcourt, Rivers State, Nigeria Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 2(1):41-46.
