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THE ANALYSIS OF TEACHING PRACTICE EXERCISE AMONG COLLEGE OF EDUCATION IKERE-EKITI, EKITI STATE

TABLE OF CONTENT

Title page                                                                                        

Certification

Dedication

Acknowledgement

Abstract

Table of content

CHAPTER ONE:

  • Introduction
  • Background to the study
  • Purpose of study
  • Statement of Study
  • Scope of the Study
  • Research Question
  • Research Hypothesis
  • Significance of study
  • Definition of Terms

CHAPTER TWO

2.1      Literature Review

2.2      Objective of Teaching Practice

2.3      The Significance of Teaching Practice

2.4      The purpose of Teaching Practice

CHAPTER THREE

3.1      Methodology

3.2      Research Design

3.3      Population

3.4      Sample and Sampling Teaching

3.5      Data collected Procedure

3.6      Data Analysis

CHAPTER FOUR

4.1      Results and Discussion

CHAPTER FIVE

5.1      Summary

5.2      Conclusion

5.3      Recommendation

References

CHAPTER ONE

                                                INTRODUCTION

1.1                                          Background to the Study

 

Teaching practice is an integral part of teacher education programme. It is geared towards preparation of new entrants into the teaching profession. It is through it that necessary preserves teaching experience is acquired. Teacher’s performance in the classroom eventually determined the quality of the school more than any other factor.   The exercise is to acquaint student teachers with the practical knowledge of teaching and learning process including lesson plan/note preparation, presentation, class management, communication skills, evaluation and the required personality of professional teachers.

The teaching practice exercise is accorded a high premium in teacher educational institutions and for this reasons, it is allotted the highest status of six credit load.  Daramola (1991) noted that education, as a subject is not complete without teaching practice exercise. He therefore suggested that the score obtained by each student should be added to the score awarded by on educational theory to determine the final grade of a student. This implies that no one can be a qualified teacher without having passed teaching practice. It is in this light, that this study investigates the assessment of students on teaching practice.

The duration of teaching practice exercise varies across institution the operations made appears to be the same as students are assigned to schools and thereafter supervised by lecturers. However, in every profession, there are certain requirements which must be met before one could be admitted into it. Teaching is a profession and as such is not an exception. That is to say, those who aspire to be teacher must undergo teaching practice exercise as one of the essential requirements needed for graduation. Fashin (1996) observe that successful completion of teaching practice build life style confidence in prospective teacher and implies the further professional advancement of the in-service student’s teacher who then feels a greater sense of professional self-worth. nwadiani (1991)  opined that teaching practice programmed for teacher-in-training, is  aimed at linking acquired knowledge with practice in the field. Cohan and Garner described teaching practice as the period for the student teacher to put into application of some of the psychology method and principles he or she has learned theoretically in lecture room. Okujaa and Osah-Ogulu (2002) also argued that, the field experience helps the teacher-in-training to uncreative problem solving and collegial relational skill, perfect his professional skills, and effective instructional performance in the role of a professional teacher of his special subject. They also stress the practice teaching that it helps the trainee teacher to test out the validity of his self-concept and initial career decisions to join teaching as an occupation. In line with the NCE directives, students should go on teaching practice for a period of four months in the present college curriculum. In order to make teaching practice exercise effective,

The school of education organized orientation programmes for both lectures/supervisors and the students.

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Step 1: make payment of N2,000 to the below bank details


NAME:                       TITUS AYANI SOLA
BANK:                       FIRST BANK PLC
ACCT NO:                  3111741042
ACCOUNT TYPE:       SAVINGS
AMOUNT:                  N2000

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Updated: 21st June 2017 — 5:48 pm

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