The Role Of Teaching Practice On The Student’s Preparation For Teacher Education: A Case Study Of College Of Education, Ekiadolor, Benin City; Edo State

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The Role Of Teaching Practice On The Student’s Preparation For Teacher Education: A Case Study Of College Of Education, Ekiadolor, Benin City; Edo State


Abstract


The role of teaching practice on the students preparation, for teacher education enable the students teachers to put into practice all the knowledge and skills they have acquired in college of Education. Teaching practice is an inevitable programme that can not be excluded from the school curriculum because it plays a vital role in the educational programme.

Teaching practice is a practical experience, which last for six months and every students-teachers must undergo to be able to adjust and to have met the requirement for the award of a certificate or degree in education.

Chapter one of this study deals with the introduction, and also the relationship between teacher and the pupils/students. Chapter two of this study deals with literature will be reviewed on the topic the role of teaching practice on the students preparation for teacher education.

Chapter three deals with research methodology, different research method/instrument used for this study such as:

  1. Questionnaire
  2. Observation
  3. Oral interview

Chapter four deals with the presentation of analysis and discussion of data gathered from this study. Chapter five which is the last chapter is the summary of the recommended ideas to some of the problems and possible suggestions and solutions to the findings of the case study.


Chapter One


Introduction

1.1 Background to the Study

According to Dewey, he sees education as help in the formation of fundamental attitude of imagination, desires and thinking, which is strictly correlated with culture in its inclusiveness. In other words, education can be seen as an instrument of transformation in the society which every nation has a strong believe in the effectiveness of education as a powerful instrument for national development. Therefore, education entails teaching and learning for teaching and learning to take place there must be teachers and the learners to be taught. So, the effective teaching can be done by a trained person called the teacher.

In our society today, teaching is been handled properly by trained people (teachers) who are educationally and morally trained these people called teachers perform their job effectively, they make sure that they come to school before the students or pupils arrives the teacher also establishes the role of hosting the students/pupils into the classroom, get them sited and starting the days work. During teaching, the teacher try as much as possible to interest the pupils in the subject he/she teaches and this undoubtedly increase the desire or motivation on the part of the students to struggle harder. Planning the teaching also helps the teacher to organize himself properly, explanation of topic; simplify things for easier understanding by pupils.

The manner in which a teacher addresses a class reflects an attitude and conveys a message not only through what is said but also through how it is said. Before speaking to the class he makes sure that attention is gained by getting pupils stop playing and listen carefully. The teacher develops good personal relationship with his/her pupils be fostering mutual trust and respect. The teacher does this effectively by been aware of each child as an individual and be sensitive to the mood of the class as a whole. The awareness of individual differences begins with the essential task of learning names and putting them accurately to faces.

Having knowledge of different method of teaching and knowing which one to use and when he is able to teach his students effectively. The teacher make it his duty to create a classroom, environment that foster the educational development of his pupils and make the environment reflect his personality and concern and appreciation he holds for his pupils/students venture. This is done by making the classroom clean and neat. With those aforementioned reasons the researcher was prompt to ask why is it that these personnel called teachers are so skilful in carrying out their jobs, were they born to be teachers? It was later discovered by the researcher that for a person to become a teacher he has to be trained to acquire these skills during the training they have to go for three months teaching practice where skill are acquired. Therefore the researcher is carrying out this study to discover the role of teaching practice on the students preparation for teacher education.


1.2 Statement of the Problems

Teaching practice is a significant aspect of students preparation for teacher education. This research work is determined to find out role of teaching practice on the students preparation for teacher education, how does teaching practice enhance the students knowledge about teaching, does teaching practice expose students to keeping good classroom management, does teaching practice exposes students to how theory is merged with practical.


1.3 Purpose of the Study

The purpose of this study was carried out and to find out the role of teaching practice on the students preparation for teacher education. A case study of college of Education, Ekiadolor Benin. To be able to identify these roles and to determine the extent to which this role has enhance the students preparation towards the teaching profession.


1.4 Research Questions

The following are the research questions, which are:

  1. Does teaching practice exposes students on how to merge theory with practical?
  2. Does teaching practice exposes students who is preparing for teacher education?
  3. Does teaching practice reveal students teachers personality?
  4. Does teaching practice enhance the students knowledge about teaching as a profession.

1.5 Significance of the Study

This study examined the role of teaching practice on the student preparation for teacher education. A case study of College of Education, Ekiadolor. We have the assurance that teaching practice help us to develop our teaching skill.

This research work will be of importance to curriculum planners and designers, government, teachers, parents, and students preparing for teacher education. The result of the research may highlight the need for the government and the school management to encourage the on coming students preparing for teacher education to participate on the exercise.

The findings of this research may also assist educational administrators in monitoring institutions of teacher education so that the activities for the teacher is enhanced.


1.6 Scope of the Study

This study will be restricted to college of Education Ekiadolor because every students is expected to participate in the teaching practice exercise before graduation.


1.7 Definition of Terms

Teaching:

This is an act of imparting knowledge to a learner.

Practice:

This is an act of doing what one have learnt.

Teaching Practice:

This is commonly called an opportunity for the students teacher to put into practice all the knowledge and theories in child and adolescent psychology, learning theories, guidance and counselling, classroom management, educational administration, planning and supervision, curriculum development, test measurement and evaluation, instructional technology, micro teaching etc.

Socio Norm:

Value that are accepted by the general society.

Exercise:

The process of teaching practice

On-coming Students:

Those people that are yet to gain admission into higher institution.

Expose:

Make known

Institution:

A place of teaching and learning.


Chapter Five


Summary, Conclusion and Recommendations

This attempts to investigate the student’s teacher’s perception of the quality of teaching practice supervision. The purpose being to determine the issues involved in the way supervision are done, the relationship between superiors and students, supervisors on areas of expectation, time of supervision whether quality time are spent or not and the overall assessment of the supervision programme. How these various variable influences the exercises.


5.1 Summary

  1. From the analysis of data, it was discovered that supervisors evaluate, the lesson notes and make comments. This varies from making in the classroom, staff room and some supervisor assessed lesson noted without waiting for the actual teaching to commence for evaluation.
  2. That supervisor does not have any information or discussion with the school heads to correct their assessment with his or her assessment to have quality supervision.
  3. Also the supervisors entered the classroom before the teaching commences while some had left before the end of the lesson others entered at the middle of the classroom lesson. Thus the quality of teaching practice cannot be attended. This is possible because of large number of students to be supervised in the school.

Most students teachers discussed with the researcher that supervisors are not enough to cope with large number of students, the mode of supervision of some were poor and the supervisors should have being cooperating with the students on academic growth.


5.2 Conclusion

This study, has led to a number of conclusion.

  1. Supervisors are biased in the assessing of lesson notes.
  2. Most supervisors held conference with student’s teachers after teaching.
  3. The finding shows that the quality of teaching practice supervision is above average.

5.3 Recommendations

Based on the findings of the research these recommendations are made:

  1. Supervisor should regularly undergo lesson introduction course on supervision skills
  2. Supervision should not be in haste, should be kept at the face of the students so as to properly supervise them.
  3. The issue of using lesson notes for assessing students should be discouraged
  4. Young supervisors should be properly trained on how to fully carryout supervision exercise.
  5. More supervisors should be employed to cope with the increasing number of students.
  6. The supervisors should see to the role of practicing school cooperation in assessment.
  7. Supervisor should supervise students properly and move than on supervisor should carryout the assignment to ensure quality supervision.
  8. Regular or continuous evaluation of the students needs to be done.

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Frequently Asked Questions


Is teaching practice important in teaching?

On the one side, research studies led to the conclusion that teaching practice is a valued and a very necessary part of teacher education for students to become competent teachers.

What is the teaching practice of Faculty of Education?

So the teaching practice of the faculty of education. The different roles that respondents in times of crisis at host schools. It is support at any point during their field experience. needs. ‘Student Teaching Triad. Success of teaching aspiring teacher. The primary goal of this team is completion of teaching practice. It is important for

What is the role of TP in teaching and learning?

Although TP has been conducted as a requirement for awarding or certification of educational programs, its important role is to enable teachers in training to apply theoretical knowledge developed during the training into practice in real school settings (Aglazor, 2017).

What are the challenges of teaching practice program?

Teaching practice program has a lot of challenges that create a negative impact on the time management of the program and on the academic knowledge of the student teachers. Table 4 shows some problems as perceived by the student teachers during their previous teaching practice. 

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