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TEACHING PRACTICE EXPERIENCES OF HISTORY TEACHERS

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TEACHING PRACTICE EXPERIENCES OF HISTORY TEACHERS

 

CHAPTER ONE

INTRODUCTION

 

The future of every nation is shaped in its  classrooms and it is the teacher who molds  that  future. It is assumed that  of  all  the  professions that  are aspired,  only teaching  is charged  with  the  formidable  task  of  creating  the human skills and capacities that will enable  societies to survive and succeed in the age of information. Teachers have  great  duty  for  shaping the  minds and  hearts  of future  students.  Few  concepts on  educational  issues  have received  much  attention than  issues pertaining  to  preparation  of teachers  in  educational  literatures (Albasheer, Khasawneh, Nabah&Hailat, 2008). Preparation of teachers for both the first and second cycle schools is of much concern especially  in  a  age  where higher  education  institutions worldwide  have  been under  pressure  to  deliver high quality instruction to their students  (Naba’h&Jaber,2009).Teaching practice in  schools has been considered the most important programme part of the teacher education and for that matter this field experience needs to be supported by stake  holders (Ekiz, 2006). These stake holders include the  university  supervisor,  school principal and co-operating teachers who at point play crucial roles of preparing the student-teacher  to  perform  the duties and responsibilities of the formal teacher (Albasheer et al, 2008). In Ghana,  teacher  education also  appears not  to be  bad  at all.  The  preparing  of  the  student-teacher is under the guidance of supervisors or co-operating teachers who facilitate and monitor the growth of the student-teacher. However, just as these supervisors perform their duties during teaching practice, they come under some criticism.  These  criticisms  include  the  lack  of  inconsistency  in  the  method  use  for  supervision  and  the  short duration  for  supervision  which  to student-teachers,  diminished  the  quality of  the  teaching  practice  supervision (Rosemary,Richard&Ngara,2013).  These short comings  found  in  the  supervision affected the  overall  quality  of the  teaching  practice supervision.  Hence,  it  was  against  this  background on  teaching  practice  supervision  that this research sought to examine the perceptions of History student-teachers on teaching practice supervision.

  • Research questions

The following questions guided the study:

  1. What are the perceptions of History student-teachers on teaching practice supervision?
  2. What are the impacts of teaching practice supervision on History student-teachers?
  3. What are the challenges faced by History student-teachers during teaching practice supervision?

1.2 Significance of the study At the end  of  the  study,  the information that  will  be gathered  will bring  out  the perception  of  History student-teachers on teaching practice supervision.  Again, the study will provide knowledge  that  will  help  supervisors in the  teaching practice unit of the University of Cape Coast in the improvement of supervision practices and policies during teaching practice. The study will also add to existing related literature on teaching practice supervision.

1.3 Delimitation to the study The study was  confined to level 400 History student-teachers at the  University  of Cape Coast because they had been exposed to both On-campus  and  Off-campus teaching practice.  The  scope  of  the  problem did not involve teaching practice in  general  but  was limited to the supervision  aspect  of teaching practice with emphasis on  the History student-teachers’ perception on the  teaching  practice  supervision.  Issues  examined  included  the History student-teachers perception on the teaching practice supervision,  the impact of the teaching practice supervision on the History student-teachers and challenges faced by the History student-teachers during the teaching practice supervision.

1.4 Limitation of the study Since  this  study  is  specific  to  History  student-teachers,  it  is  likely  that  the  study  could  be  hindered  by  the students’ unwillingness to reveal  requisite  information  on  the  scheduled question presented to them. The threat of confidentiality and anonymity on History student-teachers is higher in this study since the sample size is small leading to  general  assertions by  History  student-teachers  rather specific  issues.  Again  History student-teachers perceptions  on  teaching  practice  supervision  could  be  hindered  by  students’  reluctances  to  give  the  right information  since  the  scheduled  interview  carry  the  same set  of  questions;  History  student-teachers  might  be tempted to provide the same answers which may invalidate the motive behind the study. Aside the reluctance on the part of the History student-teachers, the  students’ might be tempted to protect their private perception which may invalidate the study.

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