Problems And Prospect Of Teaching Practice Programme: A Case Study Of College Of Education, Ekiadolor, Benin City

Problems And Prospect Of Teaching Practice Programme: A Case Study Of College Of Education, Ekiadolor, Benin City
Abstract
The purpose of this research work is to examine recent experiences in the teaching practices programmes in colleges of education with special emphasis on college of education Ekiadolor Benin and to offer some suggestions as to improve on the teaching practice programme. The researcher intends to examine the problems and prospects of the teaching practise programme as an educational tool aimed to gain experience and use this experience as an area to build upon. The research work was aimed at finding out the problems as prospects of teaching practice programmes in College of Education, EKIADOLO Benin. The study is based on a semistructured interview with 200 students of the faculty of education of selected universities randomly selected by the researcher as the population of the study. It is as a result of all these, that the researcher intended to use the required data to understand the various situations it is with a view to making valuable recommendations and contributions. In this regard, this paper deems it appropriate to state that teaching practice, as part of teacher’s professional training cannot be underestimated in any nation. In view of the concerns of trainee teachers regarding TP, teacher training institutions should initiate stakeholder public consultative forums to solicit views on way of improving TP supervision and assessment. In order to make the process work better, the institute of education, the Teacher Education Division of the Ghana Education Service and the Teaching Practice Unit of UCC should put their human and material resources together to come out with standardised TP processes, procedures and materials that would be useful to all trainee teachers irrespective of their training institutions.
Chapter One
Introduction
1.1 Background of the Study
As a result of growing school leaver unemployment, the Nigeria Government introduced the National Policy on Education revised 1980. A major provision of the policy was the introduction of the teaching practice programmes at the College of Education, Ekiadolor, with emphasis on the acquisition of practical teaching skills, valves and knowledge that would enable individuals to impact knowledge. One of the rationales for the emphasis on teaching programmes is that fact that is a skill practices which would equip its gainful employment. Even if they end their programmes at the Nigeria Certificate in education level. One basic necessity for the achievement of this objective is the availability of relevant teaching aids such as chart, chalk board, text books e.t.c. this would ensure that courses are taught according to the curriculum and the programmes in this regard the use of audio- unseals and related teaching facilities as suggested by most authors would be relevant.
Teaching practice is a very important and compulsory component of the preparation of teachers for it represent the final steps in t5hde exercise it is a period in the education of the teacher aspirant when he is allowed, under expert supervision to experiment, in a real school environment with the things he has learnt in theory about teaching
According to grim and Micheals (2006) teaching practice is an opportunity for teacher aspirant to9 gain practical classroom experiences under expert supervision Okorie (2005) emphasis that student teaching is not a trial period but a preparatory period and an opportunity for the student teacher to learn about the actual work of the teacher is the classroom as well as out of classroom experiences and good human relations”
In a recent study Onwikwe (2008) found out that ideally student teachers should have the following characteristics to be effective.
- The student teacher is given thorough preparation in the subject he has to teach as well as in educational technology and special methodology of the subject matter. Exposure to micro- teaching experience is essential
- The student teacher works under the guidance of a co operating teacher throughout the period of the exercise.
- The student teacher dose not combines practice, teaching with other university/ college courses.
- The student teacher forms part the co- operating force and is expected to adjust to the conditions in the school.
- The student teacher participants in all the extra- curricular activities of the school throughout the period of the experience.
- The student teacher has opportunity to spend some time watching and observing the professional teacher at work before embarking on teaching himself.
1.2 Statement of the Problem:
This research work is to find out the problems and prospects of the teaching practice programme in college of education with special emphasis on college of education Ekiadolor Benin
The ideal is that student teaching should not be done concurrently with other course at the university or college. The fact that student teachers are placed in school away from campus may suggest that they do not have to do other courses during the practice teaching period.
A closer look at the secondary school year vis- a- viz the university I college year point to the contrary. In most cases observed teaching practice periods interlope with university/college semester. As a result student returning from teaching practice some time loose as many as four weeks in and even some miss their carry over examinations. It is as a result of all these, that the researcher intends to examine the problems as prospects of the teaching practice programmes in college of education Ekiadolor-Benin
1.3 Research Questions
The research questions which the study attempt to verify are as follow;
- Does student teacher encounter problems during teaching practice?
- Does absence of personal qualities can hinder pupil or student progress in the learning process
- Does student like to practice teaching as profession after graduation?
1.4 Purpose of the Study
The purpose of the study is to examine the problem and prospects of the teaching practice programmed as an educational tool aimed to gain experience and use this experience as an area to build upon,” the establishment of college of education, Ekiadolor Benin and to offer some suggestion as to improve on the teaching practice programme.
1.5 Significance of the Study
The study is of importance to a considerable number of people, prominent among which both in the university and college of education and also serve as reference for partial replicate of the study in the future.
1.6 Objective of the Study
The major objectives of this study is to examine recent experiences in the teaching practices programmes in colleges of education with a view to highlighting the methodologies adopted and proposing areas that need improvement.
The role of teaching practice in the life and upliftment of a nation and individuals, mostly at this scientific and technological age, is immense, it is therefore very necessary that every college of education benefit from the slightest opportunity available to college of education. Teaching practice programme if not to a wide scope but at least to the Nigeria Certificate in Education level. This study therefore, is of great importance as the reports from its findings will be able to influence the decision of a number of agencies.
1.7 Definition of Terms
For the purpose of the study, the key concepts (words) used are operationally defined as follows;
Education:
The acquisition of concepts and knowledge aimed at brining positive change in behavior.
Students:
Anyone who studies or is devoted to the acquisition of knowledge.
Teaching:
The process, to help someone to learn, to give lessons to show how to do something.
Practices:
The act of doing something over and over again, so as to able to do it well.
Programme:
A list of events that are going to take place.
Findings:
Something realized after making a search.
Skill:
The ability to be something well.
Chapter Five
Summary Conclusion and Recommendation
5.1 Introduction
It is pertinent to note that this research was aimed at finding out the problems and prospect of teaching practice program”.
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 associated with teaching practice program in Nigeria.
5.2 Summary
The study shows clearly that teachers training program is an effective way to give training to the student-teachers about real world of work. It give them an opportunity to integrate theory and practice, plan and deliver lessons properly, critically analyze their own and peers teaching styles and improved them in the light of feedback given by supervisors. Through this program they understand the role and responsibilities of professional teachers. Teaching practice program also give them opportunity to understand different aspects of school program and improve their skills and abilities in teaching profession. An effective and improved internship program is required in developing student-teachers personalities as true professionals in field of education.
5.3 Conclusion
It is clear that teachers have positive attitude towards teaching practice TP. They found it highly beneficial in the inculcation of practice skills and positioning the pre-service teacher well for future teaching experience. It is in this regard that this paper deems it appropriate to state that TP, as part of teacher’s professional training cannot be underestimated in any nation. Teaching practice would remain an important component of the teacher training program especially if society desires is to produce quality teachers. The exercise of TP boosts trainee teacher’s confidence and prepares them for actual professional field work. Trainee teachers however have certain concerns which need urgent redress in order to improve the quality of the teacher training program. Supervisors need not see teaching practice as a time to antagonize trainee teachers and vilify them unjustifiably. Being friends to trainee teachers and giving professional coaching to them are some of the surest ways of helping trainee teachers teach with confidence and hope during their training period.
5.4 Recommendation
In view of the concerns of trainee teachers regarding TP, teacher training institutions should initiate stakeholder public consultative forums to solicit views on way of improving TP supervision and assessment.
In order to make the process work better, the teaching practice unit of the university of Cape Coast should redouble its efforts to ensure 100% participation of all supervisors and trainee teachers in the annual orientation programmes before off-campus teaching sessions. These programmes should drum home the need for supervisors to regard trainees as mentees instead of critics. This would equip both supervisors and trainee teachers with the necessary skills to give off their best in mutually beneficial manner to make the exercise effective.
The Institute of Education, the Teacher Education Division of the Ghana Education Service and the Teaching Practice Unit of UCC should put their human and material resources together to come out with standardised TP processes, procedures and materials that would be useful to all trainee teachers irrespective of their training institutions. This would create uniformity in supervision and assessment practices in teacher training institutions in the country.


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