Analysis of Problems of Student Teachers During Teaching Practice in Nigeria

Analysis of Problems of Student Teachers During Teaching Practice in Nigeria

Content Structure of Analysis of Problems of Student Teachers During Teaching Practice in Nigeria

• The abstract contains the research problem, the objectives, methodology, results, and recommendations
• Chapter one of this thesis or project materials contains the background to the study, the research problem, the research questions, research objectives, research hypotheses, significance of the study, the scope of the study, organization of the study, and the operational definition of terms.
• Chapter two contains relevant literature on the issue under investigation. The chapter is divided into five parts which are the conceptual review, theoretical review, empirical review, conceptual framework, and gaps in research
• Chapter three contains the research design, study area, population, sample size and sampling technique, validity, reliability, source of data, operationalization of variables, research models, and data analysis method
• Chapter four contains the data analysis and the discussion of the findings
• Chapter five contains the summary of findings, conclusions, recommendations, contributions to knowledge, and recommendations for further studies.
• References: The references are in APA
• Questionnaire.

Abstract of Analysis of Problems of Student Teachers During Teaching Practice in Nigeria

The study examined analysis of problems of student teachers during teaching practice in Nigeria”. . The study employed the survey design and the purposive sampling technique to select 50 students teacher from ten secondary schools secondary schools students in both Island and Mainland  in Lagos state. A well-constructed questionnaire, which was adjudged valid and reliable, was used for collection of data from the respondents. The data obtained through the administration of the questionnaires.

The results revealed that: The classroom management challenges faced by student teachers during teaching practice exercise is potent. The environmental challenges faced by student teachers during teaching practice exercise is potent. The results unveiled that the curriculum development and instructional challenges faced by student teachers during teaching practice exercise is potent. The results unveiled that the supervisory challenges faced by student teachers during teaching practice exercise is potent.

The study concluded that the challenges faced by student teachers during teaching practice exercise are high. The study suggested; Appropriate arrangement should be made with schools that will be used for the teaching practice exercise, Allowance should be given to student-teachers during the teaching practice exercise so as to motivate them just like their counterpart in engineering, accounting and the likes. Government should provide adequate instructional materials and resources to public schools. The teaching practice committee should organize effective and adequate orientation for student-teachers before going for the teaching practice exercise. There is need for good relationship between student teachers and permanent teachers in schools. Schools where student-teachers are posted to should try as much as possible to provide accommodation for the student-teacher. Appropriate arrangement should be made by the teaching practice committee to ensure that student teachers are posted to the schools where they are needed in order to avoid the situation of rejection of student teachers. The teaching practice exercise should be properly organized to ensure that it does not clash with lecture periods.

  

Chapter One of Analysis of Problems of Student Teachers During Teaching Practice in Nigeria

INTRODUCTION

Introduction

The central thrust of reforms in the teacher education programme is to produce teachers who can perform adequately in the world of work and meet the present day challenges. Teaching practice is a vital aspect of the teacher preparatory programme in teaching training institutions and in faculties of education in Nigerian universities. It serves as an opportunity for student-teachers to be exposed to the realities of teaching and professional activities in the field of education (Okobia, Augustine & Osagie, 2013). Every profession has its own practical side. The training of lawyers, doctors, engineers and other well known professions make adequate provision for practical work which forms an integral part of the total training of the professions, hence, the teaching practice exercise is the practical aspect of the teacher education programme. A sound professional preparation is necessary for the successful teaching profession and teaching practice constitutes an important and indispensable component of the process involved in the adequate preparation of professional teachers (Ogonor & Badmus, 2011). According to Adesina (2012), teaching practice can be described as a teacher education programme or activity which involves the student-teacher putting into practice his/her acquired theory of teaching under the genuine experience of the normal classroom situation. It is an opportunity for student teachers to experience the realities of their chosen career in terms of its demands, challenges and excitements. It can also be seen as periods when student teachers are assisted to put into practice the theories and principles of education which they have learnt in the classroom as they teach.

The aim of teaching practice as outlined by Okonkwo and Chikelu (2014) are

• To provide teacher trainees some type of pre-service training which serves as an opportunity to be exposed to the realities of teaching and performance of professional activities.
• It provides opportunities for students to test theories learnt and ideas in the classroom as they come in contact for the first time with real life situations.
• It provides trainees the opportunity to utilize the various teaching methods in classrooms/school conditions under the constant supervision of competent and experienced teachers.
• It exposes student teachers to professional activities, which are part of the teacher roles in schools.

In addition, teaching practice exercise enables the students to be conversant with varieties of instructional materials and resources, evaluate and select those materials appropriate for the objectives in a teaching unit or lesson (Afolabi, 2010). Anupama (2009) summed this up by stating that the positive side of the whole exercise of teaching practice is to give sense of accomplishment to student teachers. They learn to take responsibilities, gain confidence and improve on their classroom management skills. 

In Nigerian universities, teaching practice exercise is a compulsory course for students both at the penultimate and final levels of the Bachelor of Education programme. The teaching practice exercise is a six-week programme which is a co-operative venture involving both the student-teachers and supervisors (usually academic staff of the Faculty of Education). The teaching practice exercise is equivalent of industrial training in engineering, sciences and other professions. Teaching practice creates a mixture of anticipation, anxiety and apprehension in student teachers as they commence their teaching practice. According to Perry (2012), teaching practice is exciting and challenging. It is against this backdrop the study attempts to examine the challenges faced by student teachers during the teaching practice exercise.

Statement of Problem

Student teachers face some problems during their teaching practice in their deployed schools because they are perhaps not well taught or made to realize the importance of the programme and the possible challenges they might encounter during the exercise. In some situations, it means that their interests in the teaching practice have not been motivated. For the goal of teaching to be achieved in Nigeria, it is necessary for the Ministry of Education at all levels of government to find solutions to the problems being faced by student teachers during the teaching practice exercise. Such problems include lack of instructional materials, lack of incentives, accommodation and office facilities, heavy work load, lack of educational facilities in practicing schools, lack of cooperation from their practicing schools and attitude of students towards the student teachers. There also problems on the part of the student teachers and they include lack of classroom management skill, poor lesson planning, lack of self-confidence, unnecessary fidgeting, poor method of teaching, ineffective usage of teaching aids, etc. Hence, the focus of the study is to investigate the various challenges faced by student teachers during teaching practice exercise.

Objective of the Study

The main objective of the study is to examine the challenges faced by student teachers during teaching practice exercise. The specific objectives are:

1. Investigate the classroom management challenges faced by student teachers during teaching practice exercise.
2. Investigate the environmental challenges faced by student teachers during teaching practice exercise.
3. Investigate the curriculum development and instructional challenges faced by student teachers during teaching practice exercise.
4. Investigate the supervisory challenges faced by student teachers during teaching practice exercise.

Research Questions

1. What are the classroom management challenges faced by student teachers during teaching practice exercise?

2. What are the environmental challenges faced by student teachers during teaching practice exercise?

3. What are the curriculum development and instructional challenges faced by student teachers during teaching practice exercise?

4. What are the supervisory challenges faced by student teachers during teaching practice exercise?

Research Hypothesis

H₀₁: There are no classroom management challenges faced by student teachers during teaching practice exercise.

H₀₂: There are no environmental challenges faced by student teachers during teaching practice exercise.

H₀₃: There are no curriculum development and instructional challenges faced by student teachers during teaching practice exercise.

H₀₄: There are no supervisory challenges faced by student teachers during teaching practice exercise.

Scope of the Study

The study will focus on analysis of problems of student teachers during teaching practice in Nigeria. The target populations are the public senior secondary schools students in both Island and Mainland in Lagos state. The study will adopt the simple random sampling technique while data will be analyzed using the regression analysis. The geographical location of the study will be Lagos state. Finally, the study would be carried out between September 2018 and April 2019 (8 months).

 Significance of the Study

The study will contribute immensely towards improving the standard of teaching practice as it highlights the problems encountered by student teachers in teaching practice and how these problems can be solved. The findings of the study will be of great values to the government, students and school administrators. Government will be made aware of the problems student teachers face whenever they go on teaching practice and this will prompt them to provide adequate facilities to schools. The study also contributes a great deal toward student teachers’ realization of some problems they are likely to face during the teaching practice exercise and prepare themselves against the problems before they go out for the task. The study will also enable the supervisors and teaching practice organizers to be acquainted with the problems student teachers face during teaching practices.

Definition of Terms

Analysis: It’s a detailed examination of the elements or structure of something.

Problems: It’s a matter or situation regarded as unwelcome or harmful and needing to be dealt with and overcome.

Student Teachers: This is 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.

Teaching Practice: This is an integral component of teacher training, which grants student teachers experience in the actual teaching and learning environment.

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