TEACHING PRACTICE EXPERIENCE OF STUDENT-TEACHERS CHALLENGES AND POSSIBLE PANACEA

TEACHING PRACTICE EXPERIENCE OF STUDENT-TEACHERS CHALLENGES AND POSSIBLE PANACEA  (A CASE STUDY EKITI STATE UNIVERSITY ADO-EKITI IN AFFILIATION WITH ADENIRAN OGUNSANYA COLLEGE OF EDUCATION, OTO-IJANIKIN, LAGOS)

ABSTRACT

The purpose of the study is to investigate the teaching practice experience of student-teachers challenges and possible panacea. A sample of one hundred (100) respondents were selected for the study through random sampling technique from all the departments under the School of Science Education of Ekiti State University, Ado-Ekiti. Questionnaires were used to collect data after scrutiny for face validity by the research (project) supervisor. One hundred (100) questionnaire copies were distributed to the respondents (student teachers) and exactly the same number was collected after filling. The collected were analyzed using Likert four point rating scale and the finding of the study have shown that student teachers are faced with a lot of personal challenges, challenges from the students of the host school and challenges from the host school. Based on the findings of the research, some remedies were suggested and recommendations adduced.

 

TABLE OF CONTENTS

FRONT PAGE              ..                      ..                      –       i

CERTIFICATION          ..                      ..                      –       ii

DEDICATION              ..                      ..                      –       iii

ACKNOWLEDGEMENT  ..                      ..                      –       iv

TABLE OF CONTENTS  ..                      ..                      –       ix

ABSTRACT                 ..                      ..                      –       xii

CHAPTER ONE

INTRODUCTION

1.1    BACKGROUND OF THE STUDY      ..                      –       1

1.2    PURPOSE OF THE STUDY            ..                      –       5

1.3    STATEMENT OF THE PROBLEM    ..                      –       6

1.4    RESEARCH QUESTIONS               ..                      –       6

1.5    RESEARCH HYPOTHESES            ..                      –       7

1.6    SIGNIFICANCE OF THE STUDY     ..                      –       7

1.7    SCOPE OF THE STUDY                        ..                      –       8

1.8    LIMITATION OF THE STUDY        ..                      –       8

1.9    DEFINITION OF TERMS               ..                      –       9

CHAPTER TWO              

LITERATURE REVIEW

2.1    THE CONCEPT OF TEACHING PRACTICE                        –       10

2.2    OBJECTIVES OF THE TEACHING PRACTICE PROGRAMME 15

2.3    SIGNIFICANCE OF TEACHING PRACTICE                       –       17

2.4    CHALLENGES ENCOUNTERED BY STUDENT

TEACHERS DURING TEACHING PRACTICE             –       20

2.5    GAINS THROUGH TEACHING PRACTICE                        –       27

CHAPTER THREE

MATERIALS AND METHODS

3.1    RESEARCH DESIGN                    ..                      –       30

3.2    POPULATION OF THE STUDY       ..                      –       30

3.3    SAMPLE AND SAMPLING TECHNIQUES                  –       31

3.4    RESEARCH INSTRUMENT            ..                      –       32

3.5    VALIDITY OF RESEARCH INSTRUMENT                 –       32

3.6    PROCEDURE FOR DATA COLLECTION                    –       33

3.7    PROCEDURE FOR DATA ANALYSIS                                –       33

CHAPTER FOUR

4.1    INTRODUCTION ..                      ..                      –       35

4.2    ANALYSIS OF RESPONDENTS’ BIO-DATA               –       35

4.3    ANALYSIS OF DATA                     ..                      –       37

CHAPTER FIVE      

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    INTRODUCTION ..                      ..                      –       48

5.2    SUMMARY          ..                      ..                      –       48

5.3    CONCLUSION     ..                      ..                      –       50

5.4    IMPLICATIONS OF THE STUDY     ..                      –       50

5.5    RECOMMENDATIONS                  ..                      –       51

REFERENCES           ..                      ..                      –       53

QUESTIONNAIRE    ..                      ..                      –       55

 

CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND OF THE STUDY

Education is a good instrument for the comprehensive development of human beings where the whole body is effectively utilized to achieve a pre-determined set of objectives (Ejili and Anyanwu 2006).

Orukotan (2005) defined education as comprising all efforts, conscious and direct, incidental and indirect made by a given society to accomplish certain objectives that are considered desirable in terms of individual’s needs as well as the needs of the society where the programme is based.

Arikewuyo cited in pedagogic principle (2006) that a man who is educated is a man that has succeeded in relation to certain tasks on which he and his teacher have being engaged for a considerable period of time.

The aim of education according to Aristotle is for men to be able to use their leisure properly, among which is to bring up a person to emotional maturity.

Lawal (2006) reported that the aims of education must include the following;

1. Education helps in acquiring the body of knowledge after which such individual should be responsible to himself and the entire society.
2. Promoting public enlightenment and civilized behaviour
3. Striking a balance between national and foreign cultures
4. To remove social inequalities, poverty, prostitution, highway robbery, hunger, diseases, squalor, illiteracy, ignorance, injustice, bribery, corruption and electoral malpractices

The aim of education cannot be achieved if teaching does not take place. Good teaching that brings about good result lies on the teacher and the skills used. A good teacher cannot be produced if he does not pass through teacher training colleges, which enables them to learn the pedagogical principles. Teaching is the transmission of knowledge, skills, morals and capabilities from a matured or experienced person to an immature or less experienced person. Asoga-Allen (2002) reported that a teacher is a person who has acquired knowledge, skills and capabilities which enables him to impact knowledge, information, skills, attitude and belief to an immature or less-experienced person, who will believe or learn what he is taught on a rational basis. For someone to become a professional teacher, he/she must learn pedagogical principles which enable him/her practice some skills in micro-teaching and teaching-practice after which he/she can become a professional teacher if successfully practiced. Arikewuyo (2006) cited in his book ‘Pedagogic Principles’ that; “micro teaching is a scaled-down teaching encounter in class size and class time. The number of students ranges from five to ten and the duration of period ranges from five to twenty minutes”.

Akilaya (2001) defined teaching practice as an integral part of teacher programme which provides opportunities for student teachers to put all the theoretical knowledge into practice in real school situation.

The key factors of teaching practice includes; the student-teacher, the resident supervisor (co-operating teacher), the college supervisor, the principal of the co-operating schools and the students of the co-operating schools.

Some objectives of teaching practice are as follows;

1. To provide opportunities for the students to acquire and prove teaching skills.
2. To provide student-teachers with an opportunity to put many theories into practice and to develop a deeper understanding of educational principles and apply them to learning.
3. To provide the prospective teacher with an opportunity to establish an appropriate teacher-student relationship
4. To enable the student-teacher effectively plan and prepare lessons.

The importance of teaching practice is that it is a crucial period for the student teachers to put into practice, concepts learnt at school. In order to translate theory into practice, the student teacher will encounter a lot of challenges with the students he teaches, the classroom setting, the school environment, the cooperating schools

1.2   PURPOSE OF THE STUDY

The study is specifically meant to find out the experience of student-teachers during teaching practice. It is also to find out the challenges encountered by student-teachers during teaching practice and identify useful solutions to the challenges.

1.3   STATEMENT OF THE PROBLEM

There are numbers of problems that militates against the effective implementation of the teaching practice programme in general. The specialized nature of the programme further complicates problems. The study would therefore, investigate fully, the challenges and also proffer possible solutions to the challenges.

1.4   RESEARCH QUESTIONS

1. What are the personal challenges facing student-teachers during teaching practice?
2. What are the challenges associated with the students in the classroom, resident supervisor, principal of the co-operating school and the college supervisor towards student-teachers?
3. What are the possible solutions to the challenges facing student-teachers during teaching practice?

1.5   RESEARCH HYPOTHESES

1. There are no personal challenges facing student-teachers during teaching practice.
2. There are possible solutions to the challenges facing student-teachers during teaching practice.

1.6   SIGNIFICANCE OF THE STUDY

The study critically examines the challenges that student-teachers encounter during teaching practice.

At the completion of this research, the result will help the school to encourage student-teachers before going for teaching practice. It will also help them to prepare for real have less work and give him/her opportunity to transmit or impart teaching experiences to student-teachers. It will help the students in the host school learn new ideas and skills from student-teachers.

Also the student-teachers will be able to adapt to the school environment easily and teach in the classroom without fear, also to control the classroom situation.

1.7   SCOPE OF THE STUDY

The study intends to investigate the challenges facing student-teachers during teaching practice and to proffer possible solutions. The scope of the study is limited to student-teachers of School of Science of Ekiti State University as this will enable the researcher to keep the scope within.

1.8   LIMITATION OF THE STUDY

There are some factors that make the study to be carried out within the confinement of the School of Science of Ekiti State University in regards to investigating the challenges facing student-teachers during teaching practice and the possible solutions. The factors include;

1. Time
2. Finance
3. The respondent

1.9   DEFINITION OF TERMS      

1. Teaching Practice: A temporary period of teaching in a school undertaken under supervision by a person who is training to become a teacher.
2. Experience: Consists of knowledge or skill of something or some events gained through involvement in or exposure to that thing or event

iii.     Student teacher:  A college, university or graduate student who is teaching under the supervision of a certified teacher in order to qualify for a degree in education

1. Challenges: Something that needs a lot of skill, energy and determination to deal with or achieve, especially something you have never done before and you will love doing.
2. Panacea: A solution or remedy for all difficulties

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