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STUDENT-TEACHERS’
CHALLENGES DURING TEACHING PRACTICE IN SECONDARY SCHOOLS AND THEIR SOLUTIONS
ABSTRACT
The urge to
embark on this study was necessitated by the dire need to find out the
“STUDENT-TEACHERS’ CHALLENGES DURING TEACHING PRACTICE IN SECONDARY SCHOOLS AND
THEIR SOLUTIONS (A CASE STUDY OF ENUGU STATE COLLEGE OF EDUCATION (TECHNICAL),
ENUGU.)”
Six research
questions guided the study. The study was a simple survey research design and
the area of the study is Enugu State College of Education, (Technical), Enugu.
Simple random sampling was used. The sample size was 150 students from six
departments of the Schools of Science Education were used.
The main
instrument for data collection was the questionnaire. The instrument was
structured according to Yes or No, and Yes has minor and major options.
The result
of data analysis indicated that fourteen major challenges had been found facing
student-teachers during teaching practice, they are:- Location of teaching
practice school, Finance, Transportation to school of teaching practice, Low
academic standard of the students, Difficulty of student-teacher in adapting to
pupils level of academic, Indiscipline and rude behaviours of pupils towards
student-teachers, Lack of attention and interest of learners/pupils, Challenges
of individual differences among students/pupils, Extra workload given to
student-teacher by school or head of departments, Lack of infrastructure
(electricity, water, equipment etc), Extortion of money from student-teacher by
the supervisor, Inadequate organization of micro-teaching programme, Time for
teaching practice and Poor assessment due to negligence on the part of
student-teacher.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND
Education is
a good instrument for the comprehensive development of the human beings where
the whole body is effectively utilized to achieve a pre-determined set of
objectives, (A.E. Ejili and N.O. Anyanwu, 2006). It is a complex process which
starts to improve out lives as soon as we are born, and continues to do so
until we die. According to F.H. Aguba (2006: 58) “The aim of education is the
production of good men, that is, for one to be educated, one must be prepared
to use the knowledge of what is good and must be prepared to use the knowledge
in the service of God and humanity. We can say that, education is a process of
acquiring ideas, skills and values that facilitate the development of the
learner and the society at large. It is concerned with the development of the
society. The nation recognizes the importance of teacher education when they
continued to give a major emphasis in all out educational planning. This is
basically because no educational system can rise above the quality of its
teachers, that is to say that the quality of the teachers in any country
determines the quality of her education and the level of national development.
The National Policy on Education of
the Federal Republic of Nigeria (1998) outlined the purpose of teacher
education as follows;
a) to produce highly motivated,
conscientious effective classroom teacher for all learning in our educational
system.
b) to encourage further the spirit of
enquiry and creativity in teachers;
c) to help teachers to fit into the society of
the community and the society at large and to enhance their commitment to
national objectives;
d) to provides teachers with
intellectual professional background adequate for assignment and to make them
adaptable to any changing situation not only in the life of their country but
to the wider world;
e) to enhance teachers commitment to
the teaching profession.
Teaching
practice is a very important aspect of any teacher training programme. It is a
student-teacher and prospective regular teacher what housemanship is to young
medical doctor. Questions may be asked – why does a young lawyer on being
called to the Bar choose first to understudy an older and more experienced
lawyer? Why do young medical doctors go for housemanship under the more
experienced ones? Why do vocational education students go on Industrial
Training? Likewise, why do student-teachers or prospective teachers go on
Teacher Practice? These questions and their answers are very similar. No human
being anywhere would have to face some dangers that could be avoided. There is
a popular adage which says that “Prevention is always better than cure” or “a
stitch in time, saves nine”. Most of the student-teachers do not seem to be
fully aware of this fact, may be because of the small proportion of the entire
time allocated to teaching, he needs to go through adequate and appropriate
teaching practice experience.
Akilaiya
(2001) defined teaching practice as an integral part of teacher education
programme which provides opportunity for student-teachers to put all
theoretical knowledge into practice in real school situation. It is a
compulsory practical exercise for every student-teacher. This, it is the first
opportunity for a student-teacher to participate in activities involved in
teaching in actual situations. It affords the prospective teacher the
opportunity to test, prove the lecture-room theoretical assertions and at the
same time provide a forum for him to try out teaching and see whether he can
really be a good teacher. So it is very essential that student-teachers should
take teaching practice very seriously.
The
objectives of teaching practice for assessing student-teachers are as follows:
i) to provide opportunities for
the student to acquire and prove teaching skills;
ii) to enable the student effectively
plan and prepare lessons;
iii) to help the student develop
traits, attitudes and abilities;
iv) to enable the student to acquire
the characteristics of a teacher and to display appropriate behaviour; and
v) to enable the student to bring
about learning in children.
The seven
principles for good practice on good teaching and learning in schools are;
i) it encourages good contact
between students and lectures,
ii) it develops reciprocity and
co-operation among students,
iii) it gives prompt feedback,
iv) it emphasizes time on task,
v) it communicates high
expectations, and
vi) it respect diverse talents and ways
of learning.
According to
Iloh (2001), the key actors in Teaching Practice are; the student-teachers, the
resident supervisors, the college supervisors and the principals/heads of
departments of the co-operating schools.
The
student-teacher is the prospective teacher that is still under training, who is
acquiring skills, knowledge and techniques required for teaching profession. At
this point, he puts all he had learnt into practice.
The resident
supervisor means the co-operating teacher in the co-operating schools. He is
the teacher the student-teacher meets at school where he is doing his teaching
practice. He may be the class teacher of the class the student-teacher is using
for practice. He sees whether the student-teacher is punctual and regular in
his class. He also assists him with his lesson note so as to have an effective
lesson note.
College
supervisor is the student-teacher’s lecturer. He comes to find out whether the
student-teacher has really understood what he has been taught as regards the
teaching techniques and methodology. And finally brings back the student-teacher’s
performance to his school.
The
principals/head of departments of the co-operating schools is the person
in-charge of the co-operating school where the student-teacher is doing his
teaching practice. He helps in the selection of co-operating teachers who can
work with the student-teachers. He builds rapport among resident teachers and
student-teachers to enhance their professional growth.
Microteaching
is one of the most important developments in the field of teaching practice. It
is originated in Stanford University in 1963. This practice holds very great
promise for the future of teacher preparations. It goes a long way to solving
some of the challenges involved in student teaching practice. Before the
introduction of the microteaching, there was no provision for the
student-teachers to practice the act of teaching before they do on teaching
practice. And their performances in teaching practice during those periods were
not satisfied. So microteaching helps the student-teaches to have an early
encounter with teaching and in this way attempts to put into practice some of
the theories learnt in the lectures.
The
importance of teaching practice is that it is a crucial period for the teacher
to put into practice all the theoretical/practical concepts learnt at school.
It is difficult to recognize good teaching unless one has passed through the
process. In order to translate theory into practice, the student-teacher will
encounter a lot of challenges, but since teaching practice is important in the
teaching preparation programme, there is a need for adequate planning and
implementation. This study is mainly focused on finding out those challenges
encountered by the practicing student-teachers and possible solutions to those
challenges.
1.2 STATEMENT OF THE PROBLEMS
The
importance of the teacher in relation to the quality of education a country
provides to its citizenry, explains, in part why special training and practical
experience are part and parcel of any well programmed teacher education scheme.
The teaching practice experience exposes the student-teacher in the field of
teaching and enhances him to be effective in the classroom.
There are
numbers of problems that militate against the effective implementation of the
teaching practice programme in general. The specialized nature of the programme
further complicates problems in this area. This study would therefore
investigate fully the challenges and also find the possible solutions to them.
1.3 PURPOSE OF THE STUDY
This study
aims at investigating the challenges encountered by student-teachers during
teaching practice and their possible solutions. This study is specifically
meant to:
i) Find out the exact role of the
student-teachers, the co-operating teachers (i.e. the resident supervisors),
the college supervisors and the principals/heads of departments of the
co-operating school.
ii) Find out the challenges
encountered by student-teachers during teaching practice.
iii) Identify useful solutions to the
challenges outlined in (ii) above.
1.4 SIGNIFICANCE OF THE STUDY
The
significance of this study is directed towards identifying people that will
benefit from this research work and how they benefited from it. The under
listed people benefited from this work, they are:
i. The Researcher: This work has
challenge the researcher to apply the theoretical knowledge of research work
into practical or real project work. Thereby equipped them with rudiment of
research work.
ii. The Students: This work can also
be of interest to students who may like to carry out research work in the same
area which involve the stated problem.
iii. Teachers:Practising teachers will
find this material beneficial in the sense that it will help them to understand
and device needs of averting challenges that surround teaching career. It can
also assist aspiring teachers to develop interest in teaching career, having
identified those challenges student-teacher encountered during teaching
practice and fortified themselves in order to face the challenges.
iv. Parents: Parents can still find the
material beneficial because they can offer solutions to the challenges of
teaching practice which have been identified in this project work. They can as
well find it useful by reading the work in order to know some of the challenges
which student-teachers faced during teaching practice. Furthermore, having
identified some of the challenges during teaching practice and proffering
solutions will go a long way in directing student-teachers in the right course
thereby equipping them to be competent, qualitative, and skillful teachers who
will teach the future generation. In that direction, parents have benefited as
their children will acquire sound education.
v. Curriculum Planners: This work
will help curriculum planners to direct their planning towards addressing the
challenges of student-teachers during teaching practice which will in turn
improve the planning process and educational activities.
vi. Government: Government will find
this work beneficial as they will able to know some of the challenges which
student-teachers encountered thereby contribute in an attempt to find a way
out.
vii. School Authority: This work will help
the school authority to know the areas they are not covering effectively, hence
will address the situation.
1.5 SCOPE OF THE STUDY
Due to
certain constraints such as time, and finance, this research work was limited
to the challenges which the student-teachers encountered during their teaching
practice using Enugu State college of Education (Technical) science education
final year student-teachers.
This
research work does not in anyway investigate problems associated with policy
implementation in entire state but mainly focuses on those challenges that
influence effective performance of student-teachers during their teaching
practice, challenges, and solutions with examples.
1.6 LIMITATIONS
There are
different factors that make this project to be carried out within the
confinement of Enugu State College of Education (Technical) in regards to
investigating student-teachers’ challenges during Teaching Practice. Some of
these constraints include:-
(i) Poor Management of Time by the
Researchers: The researchers find it difficult to manage the time interval
meant for this work effectively and this has contributed a limitation to this
project work.
(ii) Problem of Unity of the Group: The
researchers in this group were unable to maintain group cohesion such as
attendance to meeting and contribution to provision of research materials etc.
(iii) Problem of finding material: The researchers find this factor a militating
factor as they were unable to gather all relevant data or materials within the
time limit.
(iv) Respondents: During the time of
administering questionnaire, the respondents in school cannot be reached out
due to long vocation of the schools. This creates a barrier to the project,
compelling us to use science education final year student-teachers in Enugu
State College of Education (Technical), Enugu.
1.7 RESEARCH QUESTIONS
In order to
examine student-teachers’ challenges during teaching practice, the following
research questions were formulated:
i) what are the personal challenges
facing student-teachers during teaching practice?
ii) do we have challenges posed to
student-teachers by pupils in the classroom?
iii) what are the challenges posed by
relationship of principal and practising teachers with student-teacher?
iv) do we have challenges associated
with the school organization/management?
v) what are the challenges
associated with supervision/supervisors?
vi) do we have challenges posed by the
student-teachers’ institution?
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