An Insight Into The Problems Students Encounter During Teaching Practice: A Case Study Of Students Of College Of Education Ekiadolor-Benin
An Insight Into The Problems Students Encounter During Teaching Practice: A Case Study Of Students Of College Of Education Ekiadolor-Benin
Abstract
The problem of students teachers during teaching practice lack of personal vigor, poor speaking habits, poor knowledge and skills, insufficient breath of knowledge, lack of interest, stress, poor financial, poor environment stressful supervisor, poor educational background of the students. The data collected were analyzed and interpreted. It was gathered from the analysis that teaching practice is a programme in all the college of education in Nigeria and of course, very necessary that before you graduate as students you must have undergone the exercise in the light of finding, recommendations were proffered in the hope that if carefully considered, and implemented by concerned individuals, they will help in reducing the problems of teaching practice in our higher institutions.
Chapter One
Introduction
1.1 Background to the Study
This research investigation is on the problems students encounter during teaching practice, a case study of students of college of education Ekiadolor-Benin. Before I begin, I will define the term “teaching practice” teaching practice is defined as an educational programme aimed at providing students teachers an opportunity to put into practice their theoretical knowledge in real school life situation. It provides the students teachers the ground to acquire practical skills in the field. In most case this above aim is not achieved. This is why this project investigation because very necessary.
Education is yet the greatest power man has developed either for his continued progress or eventual destruction. Education is the only potential instrument for social reconstruction and other education is the founder of quality in the schools.
Education is the only cornerstone for any nation and for some time a big industry in Nigeria. Teachers therefore have a role to play in the development of a nation especially in building up leaders and intellectuals of tomorrow who will sustain the nation’s development. Although Nigeria has succeeded in several ways to prepare teachers with various teaching qualifications along with opportunities for further training, this has not been reflected in the academic performance of students in primary and secondary school.
Teaching is a profession just like law and medicine and it also happens to be one of the oldest professions in Nigeria, Unfortunately, it is the least developed in terms of standard of training and practice. This continues to be a source of concern to professionals and even to the governments. Moore (1989)
According to the advanced learners’ dictionary (2014) a profession means occupation and special training like law, medicine and so on. Profession can also mean a calling or vocation where a performance requires the performer on an elaborate exposure to an esoteric theoretical knowledge acquired after many years of endeavors and moral study. A profession can be likened to a social club which is govern by a code of ethics, the most outstanding of which are expertise authority, responsibility, commitment, dedication, autonomy and emotional maturity. With the National Policy on Education (2004) the minimum teaching qualification in Nigerian institution of learning is National Certificate in Education (N.C.E)
The training of teachers now becomes largely the responsibility of faculty of education in College Of Education Ekiadolor-Benin. Students go on six weeks teaching practice and come back with varied experiences. In other words, students experience problems in their teaching practice life. Hence the need to identify these problems and suggest possible solutions to them. Teaching practice occupies a key position in teacher education program. It is an integral part of the teacher education program which is geared towards preparation of new entrants into the teaching profession.
According to Afolabi (1999), teaching practice exercise enables the student teachers to get acquainted with the practical knowledge of teaching and learning process including lesson plan preparation, presentation, class management, communication skills, evaluation and the required personality of professional teachers. Nwanekezi (2011) remarked that teaching practice is the name of the preparation of student-teacher for teaching by practical training.
From the foregoing, it can be inferred that teaching practice is a school-based internship program with the main aim of introducing prospective teachers to teaching and its routine under the guidance of qualified professionals to develop skills, attitudes and competence in the profession. The exercise provides trainee the opportunity to utilize the various teaching methods in actual classroom conditions under constant supervision of competent and experienced teachers.
Studies have also revealed some problems that bedeviled teaching practice exercise. For example; Ognor and Badmus (2006) lamented that teachers of partnership schools did not provide specific aid to student teachers to improve their teaching skills and strategies. Nakpodia (2011) remarked that the periods of six weeks is too short as it does not provide the student-teachers ample opportunity to effectively gain experience which the exercise is intended to encourage. The author remarked that some supervisors do not even have time to sit down and discuss their observations and comments with the student-teacher. The short discussion between the supervisor and the student-teacher just after the lesson which should afford the student-teacher the opportunity to appreciate his strength and weaknesses are often ignored because the supervisor is often in a haste to move on the next school.
1.2 Statement of Problems
This is where we look into the reason why this case study is very necessary. In most cases the aim of the teaching practice programme is not achieved. This is due to some problems emanating from either the students, the environment of the unforeseen circumstances.
Student teachers face some problems during teaching practice (finance, material) for the goal of teaching to be achieved in Nigeria. It will be necessary for the ministry of Education at all levels of government or Faculties of Education to find solutions to the problem being faced by the student teachers during the teaching practice exercise. Such problems include lack of instructional materials, incentives, accommodation and office facilities for the student teachers heavy work load given to the student teachers, lack of cooperation from their practicing schools attitude of the pupils towards the student teachers and difficulty on the part of student teacher to manage his class effectively etc. the extent to which these problems are being addressed and recommendation made constitute the problem of study.
1.3 Purpose of Study
The reason for the study is highlighted under these sub-headings. The objectivity of these research findings is to remove the identified problems such as the discovered problems so that the aims and objectives of teaching practice can be achieved.
1.4 Significance of Study
Significance of study means the importance of this case study, the importance of this study is to remove these problems so that teaching practice can be an interesting and deeply exercise resulting to bring out skills, efficiency and effectiveness of the students so as to reach the desire aim for education. This will result to the better future of the growing child through capable teachers. We will then be sure to achieve the nation’s aims and objectives for the society and the conutry at large.
1.5 Research Questions
For the purpose of the study, the following research questions were formulated.
- Is teaching practice carried out in your school?
- Is teaching practice important to the teacher education?
- Should teaching practice be considered as a necessity for graduation in school?
- Do you as a student’s teacher teach five days of the week?
- Do students teacher go to school every day of the week?
- Does the school you are posted to force you to each subjects outside your subject areas?
- Is finance a problem during teaching practice?
- Does school posted to provide you with necessary materials for teaching?
1.6 Basic Assumption
This means self ideas. The condition that is expected to be fulfilled in this investigation, is that those who, in the nearest future and able to ands on this pieces of work and have the time and patience to go through it, will be able to assist students in their teaching preparation there are tenable and valid information which are expected to be useful in future.
1.7 Scope of the Study
Scope for the study means the area that is going to be studied. This is the area the researcher is going to carry out the case study.
1.8 Definition of Terms
Teaching:
This is the act of impacting knowledge in a person.
Practice:
This is the act of doing something to perfection.
Skill:
Teaching or systematic way of doing thing.
Lesson Note:
This is the materials that help the teacher in the cause of teaching.
Handicap:
Not being able to do things effectively.
Buoyant:
Lacking something e.g. money, financially buoyant.
Training:
This is the development of the ability to do things.
Chapter Five
Discussion, Conclusion and Recommendation
5.1 Discussion
This chapter deals with a presentation and discussion of data presented in chapter 4. The researcher investigate the problems which students on teaching practice do face, particularly in Faculty of Education in College Of Education Ekiadolor-Benin.
Teaching practice is as important as a theoretical part of the Teacher Education. It should therefore be encouraged and modeled so as to achieve the aim for which it is set up which is to prepare student-teachers for full teaching profession in their life and assist the teaching profession in the various schools they may have chosen for themselves. In as much as the student-teachers will teach to ensure learning in their learners, student-teachers should therefore take the teaching practice more seriously as the learning pupils might be affiliated.
The result of the investigation conducted revealed that some student-teachers were afraid to speak up in class; they saw the fear of facing the class a great problem. However this does not apply to all the student-teachers. Also the more the student-teacher go to the class the less their fear of facing the class manifested. Some of the problems are summarized below:
Financial Problem
Another problem was that of finance during teaching practice, student-teacher had budgeted for their expenses during the exercise. In cases extra money will not be given by their parents to finance themselves during the teaching practice and this lead to incapability of making provision for instructional material. Insufficient fund for transportation also pose another problem.
Readiness to Teach
The student-teacher’s attitude towards the programme is another problem some of the student-teachers believed that the time of teaching practice programme is a time of refreshment and so they put on non-challant attitude
School Authority’s Provision for Learning Material
Part of the problem found was that of accommodation for student-teachers and many co-operating schools had no provision for teaching media in their school, their school, and this constituted ineffectiveness for student-teachers during teaching practice.
Poor Co-operation
One of the problems was that of some co-operating teachers who exercise too much authority over the student-teachers and had been creating problems during teaching practice for them
Effects of Students Understanding
The pupils in some of the co-operating schools are not co-operating with the student-teachers probably because they are underrated by the pupils and this attitude would not allow learning to take place
5.2 Conclusion
The problems encountered by Faculty of Education Students in College Of Education Ekiadolor-Benin during Teaching have been enumerated in the previous chapters above. The problems which include: financial problem, transportation problem, hostile behavior of the co-operating teacher and sometimes co-operating schools, the pupils, accommodation problem, attitude of the assessors and the University Authorities. The government should provide enough funds through the university authority to help the students so that they can develop enthusiastic behavior to teaching and therefore develop the education of Nigeria. The staff; assessor should assist the student-teacher become a qualified teacher and also the co-operating teacher should render assistant to the student teachers so that they will see the beauty of their profession. Teaching profession is good and lucrative jobs that develop you and you will continue to develop in your life time. Always remember the saying “NO TEACHER NO NATION”
5.3 Recommendations
Assessor’s (supervisor, staff and lecturer) View;
Assessors’ presence during teaching practice increased confidence in some and creates anxiety to others and also made them perform less than their ability. Although some student-teachers disagree thinking they were confident enough and they could not loose comportment because of the presence of their assessor majority of them agreed to this. This has constituted a great problem. The assessor’s advice to this problem is that the student should see them as a normal person not to be afraid of them and they were willing to assist them in all ways to be a competence and qualified teacher
Co-operating School’s View;
Partnership school-heads should be given proper orientation on the need to fully integrate the student-teachers during the internship exercise. Co-operating school which comprised of the school and co-operating teachers should co-operate with the student-teacher in order to ensure effective teaching and to make student-teachers feel at ease to teach. Also cooperating teachers should stop harassing the student-teacher in teaching and give them helping hand where necessary so as to ensure conducive teaching environment and make the programme more interesting.
University Authorities’ View;
There should be proper orientation for student-teachers before going on teaching practice exercise. During this orientation exercise, micro-teaching could be organized for the student-teachers. This will make them gain enough confidence during the real exercise. That the university authority should give the student-teachers some financial support for their upkeep during the period of teaching practice. This will help ease their accommodation problem and as well reduce the rate at which students reject at will the school/places they are posted.
University authorities should assist in the placement of student-teacher to schools so that the benefit of such exercise will be enjoyed by all neighboring schools as there always the tendency by the student to prefer other work. They should also make sure the time schedule of the program does not affect the normal timetable of the school.
The duration of the programme should be extended more than the normal duration such that the student would be able to gain more experience
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Frequently Asked Questions
What are the problems faced by the student teacher?
Among the problems faced by the student teacher are: 1) Planning the lesson. 2) Poor class management and control. 3) Lack of facilities in practicing school. 4) Poor method of teaching. 5) Ineffective usage of teaching aids.
Is it inevitable to observe some problematic cases in teaching?
However, it is inevitable to observe some problematic cases in any teaching. Veeman (1984) focuses on * Arif Sar Õçoban. Tel.: +90 312 297 85 86 supplies, and dealing with problems of individual students” (page 143).
What is the teaching practice of students?
Students teaching practice is one of such relevant factors in teacher’s education programme. Teaching practice is an “integral part” of teacher education which occupies a phase of its own, during the phase, there will be teacher sent out by his training institution (of lower level).
What are the constraints of teaching practice?
The constraints were mainly in the domains of personal, class participation, class management, instructional, emotional, adjusting to students, and supervision. As teaching practice is an important component of teachers training program, considerable attention must be given to make it more effective and fruitful.
