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CHALLENGES OF STUDENT TEACHERS IN TEACHING PRACTICE EXPEREIENCE

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CHALLENGES OF STUDENT TEACHERS IN TEACHING PRACTICE EXPEREIENCE

 

CHAPTER ONE

INTRODUCTION

 

1.1 Background of the study

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).

 

1.2 Statement of the problem

In Nigeria, teacher  education also  appears not  to be  bad  at all.  The preparing  of  the  student-teacher is under the guidance of principal or school head 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.

 

  • Objectives of the study
  1. To understand the perceptions of History student-teachers on teaching practice supervision?
  2. To understand the impacts of teaching practice supervision on History student-teachers?
  3. To understand the challenges faced by History student-teachers during 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?

 

  • 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 Alvan ikoku federal college in the improvement of supervision practices and policies during teaching practice. The study will also add to existing related literature on teaching practice supervision.

 

 

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