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ASSESSMENT OF THE EFFECTIVENESS OF TEACHING PRACTICE ON PRODUCTIVITY OF PRE-AND IN-SERVICE TEACHERS (A CASE STUDY OF NOUN TEACHER TRAINEES)

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 Format: MS WORD ::   Chapters: 1-5 ::   Pages: 58 ::   Attributes: Questionnaire, Data Analysis,abstract, table of content, references ::   2,020 people found this useful

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CHAPTER ONE

  1. INTRODUCTION

1.1   BACKGROUND OF STUDY

For any student undergoing a professional course in education, teaching practice is inevitable. It is the aspect of pre and in-service teachers professional training programme during which they are exposed to the real school and classroom situation in order to help them develop their skills in art of teaching. Teaching practice is designed to give the student teacher an opportunity to put into practice, the theories relating to the principles and practice of education, which they have learnt.

Teaching practice is also described as the practical aspect of teacher Education designed to give the pre-service and in-service teacher an opportunity relating to the principles of Education. Hooper and Johnson (2003) argued that a major function of such experience is implementation of social control that by means of teaching practices, students are brought face to face with the realities of schooling and the conservation nature of the school system.

However, before students go on teaching practice it is observed that most of them will be exercising one fear or another i.e. how to cope with different behavior of the students, how to teach for deep understanding of all the students amongst others, these fears are surmounted during orientation. It is a basic professional requirement, the un-fulfillment of which the pre-service teacher cannot qualify as a teacher. It is therefore necessary that due attention is given to it and its aims to teacher training achieved.

The pre and in-service is also regarded as part of the school system and thus expected to participate in all teaching activities within the school system until the expiration of the exercise. The teaching practice exposes the pre-service teacher to class situations where he acquires some practical experiences in the art of teaching, as well as get adapted or acquainted with the social settings of the institution.

Teaching Practice requires intensive academic and professional preparation, the better preparation a teacher is, the more productive he/she is likely to be. Although, the primary concern is passing useful educational knowledge over to the pupils or students, using every achievable means until learning takes place in them, they still have to participate in all teaching activities within the school system.

This research is associated with the impact of teaching practice on student-teachers in all ramifications. That is, academics, social and personality impacts. Since the main idea that underlines the discussion of teaching practice is the truism that teaching skills are acquired and developed by both practice and reflection and that this process continues from the pre and in-service teacher gaining their initiation, to the mature teacher setting him/herself new and more sophisticated teaching objectives.

Teaching practice is a six credit unit compulsory course for final year N.C.E and post graduates Diploma Students of the college of Education and Faculties of Education in our Universities. In National Open University of Nigeria (NOUN), teaching practice is also a pre-requisite for 300 and 400 level education students’ in their first semester respectively. At the beginning of the semesters, students going for teaching practice are asked to submit names of schools of their choices for teaching practice, the nearest bus stop of the school and their (students) phone numbers.

Much later, the students are attached to supervisors. There is always a day seminar preceding it, where light is shed on seeming difficulties in the teaching practice exercise, students are given the guidelines which include: how to write lesson note, class control, use of actions words, the use of right and encouraging languages instead of otherwise, and principles to executively accomplish the purpose of teaching practice amongst others.

The seminar gives the students opportunity to ask questions and answers are adequately given. The teaching practice exercise usually last for six (6) weeks in both levels, and the students are supervised twice within the six weeks. In view of this, the researcher is interested in carrying out a study on the impact of teaching practice on the productivity of pre and in-service teachers. It is believed that the result of this study will help to know the impact of teaching practice and also bring useful suggestions.

1.2   STATEMENT OF THE PROBLEM

Teaching practice can be said to be a double functional exercise within the “field”, to acquire some practical experiences in order to shapen the pre-service teacher up for the profession and to evaluate such pre-service and in-service teacher, in terms of the amount and quality of professional learning that has taken place in them. Pre and in-service teachers undergoing teaching practice tend to regard it as essentially an evaluative programme.

Almost forgetting that they are meant to make good use of the opportunity to equip themselves with experiences from their cooperative teachers and be ready to learn new things on the field. They are therefore mainly concerned and interested in the evaluation (grade) aspect. Hence, the tendency to put up a good performance in the presence of the supervisor, the display and usage of teaching aids chalkboard, diagrams, sketch and chart. All in a bit to obtain good grades while reverse is almost the case when not under supervision.

Also noticed is the fact that pre-service teachers are full of enthusiasm at initial state of the exercise and generally have a drive towards activity participating in the exercise. As time goes on, one discovers that they become relaxed and seem not willing to put in their best anymore. This is further expressed after the period of teaching practice when they put on an expression of “Thank God, it’s all over”. They do have a cause to rejoice, having gone through the rigors of teaching practice successfully, but they make it seem so much more of a burden than a gainful exercise.

Knowing full well that those qualities displayed before the supervisor were as a result of the academic reward behind it. On the contrary, teaching practice is meant to help them cultivate teaching habits such that the teaching process becomes part and parcel of them. The study will focus on the likely logistic problems involving and seek for useful suggestion on how to overcome the problems that will be faced by the pre-service teacher after graduating.

The question now is “how ready (mentally) are they to impact what they have learnt during the teaching practice into real life when they finally begin teaching as a profession, is the teaching practice exercise going to have positive impact or is it going to be long forgotten when they are no longer under supervision?

1.3   AIMS AND OBJECTIVES OF STUDY

        The main aim of the study is to assess the effectiveness of teaching practice on productivity of pre-and in-service teachers. Other specific objectives of the study include:

  1. to determine the effect of teaching practice on the productivity of pre-and in-service teachers.
  2. to determine the factors affecting teaching practice of pre-and in-service teachers.
  3. to determine the extent to which teaching practice affects the productivity of pre-and in-service teachers.
  4. to proffer possible solutions to the problems.

1.4   RESEARCH QUESTIONS               

  1. What is the effect of teaching practice on the productivity of pre-and in-service teachers?
  2. What are the factors affecting teaching practice of pre-and in-service teachers?
  3. What is the extent to which teaching practice affects the productivity of pre-and in-service teachers?
  4. What are the possible solutions to the problems?

1.5   STATEMENT OF RESEARCH HYPOTHESIS

HO1        There is no significant impact of teaching practice on pre and in-service teacher’s productivity.

HO2:          Supervisors attitude has no significant impact on pre and in-service teaching practice performance.

HO3:          Cooperative teachers support has no positive influence on the productivity of pre and in-service teachers.

1.6   SIGNIFICANCE OF STUDY

The study on the assessment of the effectiveness of teaching practice will be of immense benefit to the to all the concern members, school management, Government, Student teacher and school Students. The findings of this study could be very useful to both students of education and experience teachers supervising student’s teaching practice by making this present study a guide line for pre and in-service teachers towards achieving the best performance.

Furthermore, it could reveal the problems and setbacks encountered by pre-service teachers with the aim of providing possible suggestion on how to effectively reduce their occurrences or entirely solve them.

The study could also help to assess the impact of teaching practice on pre and in-service teachers if it has really stimulated or aroused the desire and love for the teaching profession in them. Finally, the study will contribute to the body of existing literature and knowledge to this field of study and basis for further research.

1.7   SCOPE OF STUDY

        The study on the assessment of the effectiveness of teaching practice on productivity of pre- and in-service teachers is limited to noun teacher trainees.

1.8   LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.9   DEFINITION OF TERMS

Assessment     The action or an instance of making a judgment about something

Effectiveness  The degree to which something is successful in producing a desired result; success.

Teaching Practice  Is an integral component of teacher training. It grants student teachers experience in the actual teaching and learning environment.

Productivity   Describes various measures of the efficiency of production.

Pre-Service Teachers     Education is the education and training provided to student teachers before they have undertaken any teaching.

In-service Teachers    Is a professional training or staff development effort, where professionals are trained and discuss their work with others in their peer group. 

 


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Paper Information

Format:ms word
Chapter:1-5
Pages:58
Attribute:Questionnaire, Data Analysis,abstract, table of content, references
Price:₦3,000
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