INFLUENCE OF TEACHING PRACTICE ON SKILLS AND CLASSROOM PERFORMANCE OF BUSINESS EDUCATION STUDENTS IN COLLEGES OF EDUCATION

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Teaching is one of the oldest, respected and noble professions in the world and it occupies a high place of importance in developed and developing countries. In Nigeria, teaching constitutes one of the most important professions required for a successful execution of national plans and has significant role in the growth and development of individuals and the nation at large. To qualify as a teacher in business education programme, students must pass all their required courses; in addition to undergoing six months teaching practice exercise (NCCE, 2008). Teaching Practice (T.P) is one of the most important and formative experiences of every teacher-in training. It is the best opportunity for students in Faculties of Education in Universities or Colleges of Education to build a portfolio and learn the best teaching skills within the watchful eyes of a cooperating institution. During the exercise, institutions and school-based mentors are expected to observe the students’ progress, behaviour and attitude at school, and assess the student teachers’ practical teaching and learning activities according to specific guidelines. This practical training provides students with an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implications for learning.

During the training, students are provided with the range of experiences that would expose them to the expectations of the teaching profession. It also exposes the students to the practical use of teaching methods, teaching strategies, teaching principles and techniques in a real life situation, particular as it affeTS classroom performance institutional and noon instructional activities. Indeed teaching practice can be seen as a culminating experience in teacher preparation as provides opportunity

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