Impact Of Teaching Practice On The Effectiveness Of Qualified Teachers
1.1 Background of the Study
The requirement for competent and well-trained teachers who are adept at both topic knowledge and general pedagogical techniques in their subject areas is critical if any nation wishes to establish the human capital foundation necessary for national growth. This is because teachers are the primary implementers of educational policy, which are structured through curricula and syllabi. Eisner asserts in Acquah, (2012) that the teacher’s involvement in curricular implementation cannot be overstated. It is up to “the teacher” to successfully arrange and prepare the curriculum to meet the level and background of the learner in the classroom by “having a general guide of subject field subjects, a sequence of topics, a general set of objectives, textbooks, and other instructional materials.” It is critical, then, to guarantee that the quality of teachers training institutes produces graduates who possess the professional abilities essential to perform effectively in their jobs as teachers (Toby, 2014). Teacher education is thus a high priority in Nigeria, with public institutions completely burdened with the obligation of providing the country’s demand for trained teachers at all levels, from basic school through junior and senior high school, and even tertiary. Along with these public institutions, there are around 38 colleges of education tasked with the responsibility of training teachers mostly for elementary and junior high schools. The study concentrated on the training of Some subject instructors for senior high schools in Nigeria, since Some subject is seen as a critical discipline that provides citizenship education for increased individual engagement in issues affecting both the social and economic growth of nations. According to the Teaching Syllabus (2008), the rationale for studying some subject at the senior high school level in Nigeria is that both individuals and countries have a need for more and better quality goods and services such as better food, clothing, housing, education, hospital care, and entertainment (Ministry of Education Science and Sport, 2008). These products and services can only be obtained via the utilization of finite resources such as land, labor, capital, and entrepreneurialism, all of which must be controlled. Indeed, some subject is the study of how individuals, organizations, and governments manage relatively restricted resources in order to meet their demands. As a practical topic, Some helps individuals, businesses, and governments understand fundamental economic problems and make required decisions and policies to improve people’s and societies’ living standards. To accomplish such a good vision, it is necessary to train appropriate and qualified instructors in certain subjects. Active involvement in a teaching field experience is an obligatory requirement for the preparation of several subject instructors in Universities (Acquah, 2012). This is an off-campus teaching activity in which students are obliged to use classroom ideas under the observation of their lecturers and field instructors in order to further strengthen their teaching abilities. A casual observation and informal interaction with a cross-section of students indicate that some appear to lack a complete understanding of the core of off-campus teaching practice. They appear to consider the practice as merely a graduation requirement. Is this statement true? If such is the case, such trainee teachers are unlikely to take the exercise seriously, since it has been demonstrated that an individual’s perceived gain from a phenomena influences that individual’s overall attitude toward that phenomenon. For instance, research have indicated that people’s perception of the benefits of gene technology has an effect on their willingness to adopt the technology (Sparks, Shepherd & Frewer, 1994; Frewer, Howard, & Shepherd, 1995). Similarly, one cannot rule out the potential that trainees’ perceptions about the value of field experience may have an effect on their overall attitude toward the exercise. A good view of the value of field experience among trainee instructors is likely to impact the degree of significance they place on the exercise, which may have an effect on the activity’s overall efficacy.
1.2 Statement of the Problem
Teaching practice is a critical component of teacher preparation. It provides student instructors with hands-on experience in a classroom and learning setting (Ngidi & Sibaya, 2003; Marais & Meier, 2004; Perry, 2004). A student teacher is given the chance to experience teaching during teaching practice before entering the real world of the teaching profession (Kasanda, 1995). Student teachers, too, recognize the significance of teaching practice and, as Menter (1989) notes, see it as the ‘crux of their preparation for the teaching profession’ since it serves as the ‘true interface’ between studenthood and professional membership. As a result, when student teachers begin their teaching practice, they experience a mixture of anticipation, worry, excitement, and trepidation (Manion, Keith, Morrison & Cohen, 2003; Perry, 2004). According to Marais & Meier (2004), the phrase “teaching practice” refers to the variety of experiences that student teachers encounter when working in classrooms and schools. Additionally, Marais & Meier (2004) argue that teaching practice is a difficult but critical component of teacher education, particularly in developing countries such as Nigeria, where the effectiveness of teaching practice can be harmed or eroded by a variety of factors such as geographical distance, low and uneven levels of teacher expertise, a widespread lack of resources, and a lack of discipline among a diverse cross-section of learners and educators.
1.3 Objectives of the Study
The primary objective of this study is to examine the impact of teaching practice on the effectiveness of qualified teachers.
Specifically, other objectives of this study is to:
- Examine whether there is a relationship between teaching practice and the effectiveness of teachers.
- Examine whether there is a relationship between teaching teaching practice and the quality of teachers.
- Determine the perception of students towards teaching practice in Universities.
1.4 Research Hypotheses
This study will be tested for its effectiveness using the following null hypotheses:
- Ho1: There is no relationship between teaching practice and the effectiveness of teachers.
- Ho2: There is no relationship between teaching practice and the quality of teachers
- Ho3: Students have a negative perception towards teaching practice in Universities.
1.5 Significance of the Study
The study is pertinent to students because it emphasizes the critical nature of this activity in stimulating their interest and preparing them for the obstacles inherent in the teaching profession. To teachers, it will x-ray the difficulties pupils have during teaching practice exercises, allowing them to build efficient techniques for overcoming them. It will give policymakers with facts to aid in their decision-making about a productive teaching profession.
Furthermore, this study will be beneficial to scholars and researchers as it will serve as an existing material for further studies and future references.
1.6 Scope of the Study
This study will focus on examining the impact of teaching practice on the effectiveness of qualified teachers. Specifically, this study will focus on examining whether there is a relationship between teaching practice and the effectiveness of teachers, examining whether there is a relationship between teaching teaching practice and the quality of teachers and determining the perception of students towards teaching practice in Universities.
Education students of University of Port Harcourt, Rivers State will serve as participants for the survey of this study.
1.7 Limitation of the Study
This study will be limited to examining the impact of teaching practice on the effectiveness of qualified teachers. Specifically, this study will be limited to examining whether there is a relationship between teaching practice and the effectiveness of teachers, examining whether there is a relationship between teaching teaching practice and the quality of teachers and determining the perception of students towards teaching practice in Universities.
Education students of University of Port Harcourt, Rivers State will serve as participants for the survey of this study, thus the sample size was limited because only a few respondents were chosen to answer the research instrument, therefore the results cannot be generalized to other secondary schools outside the state.
1.7 Definition of Terms
A marked effect or influence
Is a period that a student teacher spends teaching at a school as part of his or her training.
The degree to which something is successful in producing a desired result; success.
A teacher, also called a schoolteacher or formally an educator, is a person who helps students to acquire knowledge, competence or virtue. Informally the role of teacher may be taken on by anyone.
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Frequently Asked Questions
What are the factors that affect the quality of teaching?
If a teacher fails to keep himself in touch with the rapid scientific and educational developments then he would become inefficient and ineffective. There are factors for shaping the quality of teaching. Among them, teacher training and professional development program are the main factor affecting the teachers’ practices.
What makes a teacher effective?
However, one clear message emerges from the literature: the impact of the teacher on student learning. The most consistently identified teacher effectiveness variable is time on task. That is, the more time that students spend learning specific academic content, the better they will learn it.
How does teacher professional development affect instructional practices of teachers?
In the research findings, it was found that the teachers who completed the teacher professional development (teacher training, teachers’ induction and mentoring) can implement more their instructional practices than the teachers who didn’t complete the teacher’ professional development.
What are the three most important concerns in a teacher’s effectiveness?
The training (related to methods), education (extension of knowledge), and evaluation (the quality of teachers’ effectiveness with students) are all important concerns in a teacher’s effectiveness in the classroom.