The Role of Teaching Practice in Teacher Education Programme in Tertiary Institutions in Ekiti State (Published)
This study examined the role of teaching practice in teacher education programme in tertiary institutions in Ekiti State. Specifically, the study examined the attitude of undergraduate towards teaching practice in tertiary institutions in Ekiti State, evaluated the students’ teacher/host teachers’ relationship in the field and assessed the impact of teaching practice exercise on the students’ disposition to teaching. This study employed descriptive research of survey design. A sample of 180 respondents comprises 150 student teachers and 30 secondary school teachers were selected through simple random sampling technique for the study. The instrument used in collecting data for this study was a self-constructed questionnaire that contained 30 items. The instrument was validated by given it to experts in Tests and Measurement and psychologist to ensure both the face and content validity of the instrument. The reliability of the instruments was established using test re-test method of reliability and a coefficient of 0.76 was obtained. Data collected were subjected to descriptive statistics of frequency and percentage and mean and standard deviation. Results of the findings of the study showed that undergraduate in tertiary institutions in Ekiti State have positive attitude towards teaching practice. The finding also revealed that there is a difference between student teachers and hosts teachers’ activities during teaching practice exercise. The finding further revealed that teaching practice exercise have impact on students; disposition to teaching as it helps them to develop self-confidence, making them more creative, admit mistakes and offers free time for them. It was concluded in this study that there was an impact of teaching practice exercise on the students’ disposition to teaching. Student teachers’ attitude and willingness was one of the main factors that determine the successful implementation of the program. Based on the finding of this study, it was recommended that; Students should be encouraged to maintain positive attitude towards teaching practice. Student teachers should be motivated during their teaching practice exercise by giving prices to overall best performer in each of the host school. Self-confidence and creativity should be part of what the supervisors should look for during the assessment of the student teachers
Keywords: : Teaching practice, Teacher Education, Tertiary Institution, teaching profession
Is Teaching Practice for Grading or Improvement? Examining Student teachers’ Perception and Experience at the University of Dar es salaam, Tanzania (Review Completed - Accepted)
Teaching practice is the central activity in testing teaching skills gathered in classroom learning and in preparing professional teachers in any country. The current study investigated student teachers perception and experience on the teaching practice supervisor’s treatment, student supervisor pre or post classroom discussion and teaching practice processes in general. The data to inform the study were collected from 112 student teachers: 67 were males and 45 females and the tools used were questionnaires both structured and non-structured. Of these 52 were second years while 60 were third years. Majority of respondents about 95(84.8) were pre service and 17 (15.2%) were in-service. The findings revealed that student teachers had positive perception on teaching practice exercise, teaching practice supervisor’s treatment, and supervisor-student feedback provision style. It was also discovered that demographic variables such as: sex, year of study and professional background had a slight influence on student teachers perception on teaching practice exercise, supervisors treatment, and supervisor-student feedback styles. In line to that 42 (37.5%) student-teachers’ acknowledged the concept that teaching practice is for improvement and the remaining percentages were given to factors associated to opposite dimension. It was therefore concluded that, there is a need for strengthening the teaching practice supervision exercise and specifically the collaboration between university teaching practice office and the teaching practice-host institutions should be improved so as to minimize the challenges emanating from miscommunication during the teaching practice exercise
Keywords: : Teaching practice, Assessment, Feedback, Perception, Supervision