CHAPTER ONE
INTRODUCTION
BACKGROUND TO THE STUDY
Teaching practice still remains a cardinal focus in the world today, due to its role in the national development through political economic and social development to meet societal needs that is the reasons and the value of instruction depends to a large extent on the quantity and quantity of professional training of teachers. An enviable opportunity to acquired competencies needed for effective teaching in all area of impacting (transferring) knowledge helping those being taught to be aware of their talents and have more knowledge and how to use their powers where every they are. In teacher education, adequate preparation of the student’s teacher for his task is very important for his/her success in field of experience such field experience is a core aspect in the training of teachers and often referred to as teaching practice. In Nigeria, students teacher here often adopt practice from experience teachers, which are not in line with the demands of current educational objective. The mistakes of current educational objective. The mistakes have contributed to the failure of many teachers in the classroom while pupils too become dropouts. The overall effect for their professional calling is the falling standard in education of our country. Hence, teaching practice is essentially that which come into existence in the 19th century. Its roots grew over the years to assure an indispensable and distinct requirement that have its blue prints boldly written in Nigeria national Policy on Education. Teaching practice is taken as a core course of all the curriculum and instruction which lasts for about 10-15 weeks supervised teaching practice, it began without credit or unit attached to it and was merely a requirement to graduate. But now teaching practice is weighted to carry a total of 6 credits for students in 300 levels. Consequently, the scheme is being geared as a launching pad for the emergence of a crops of highly dedicated, devoted and sincerely trained teachers who are highly predisposed to innovations as well as purposeful pattern of teaching.
The imperative is for qualitative and sound supervision. However, supervision entails the cooperative efforts of coordinators, the students teachers, the principals and all members of staff of the cooperating schools, this include also the College of Education. The external supervisors and the students in the particular classes being taught by the student teacher. Inspite the various hands in the scheme student teachers often come out complaining of one form of abnormality or another on the supervision exercise and supervision seems very vague to reckon. It becomes necessary to investigate the student teacher perception on the quality of teaching practice supervision.
In the world today, teacher’s education remaining a thing of focus, because of its role in national development through political economical and social development to meet societal needs. That is the reason of the value of instrument depends to a large extent on the quality of a professional training of teachers. Hence an enviable opportunity to acquire competence needed for effective teaching in the area of imparting knowledge, helping those being taught to become more aware of their talents, power and how to use them and so on.
Similarly, in teacher education, adequate preparation of the student’s teacher for his task is very important for his/her success in field of experience such field experience is a core aspect in the training of teachers and often referred to as teaching practice. In Nigeria, students teacher here often adopt practice from experience teachers, which are not in line with the demands of current educational objective. The mistakes of current educational objective. The mistakes have contributed to the failure of many teachers in the classroom while pupils too become dropouts. The overall effect for their professional calling is the falling standard in education of our country. Hence, teaching practice is essentially that which come into existence in the 19th century. Its roots grew over the years to assure on indispensable and distinct competent of teachers training program met any level. It is a requirement that have its blue prints in Nigeria National Policy of Education (2004) the third component of teacher education curriculum similarly, in the college of education, Ekiadolor-Benin, teaching practice is taken as a core course of the curriculum and instruction which lasted 10-15 weeks supervised teaching practice it began without credit load or unit attached to it and as merely a requirement to graduates in education. But now, teaching practice is weighed to carry a total of 6 credits for students in college of Education in their final year.
Consequently, the scheme is been geared as a launching pad for the emergence of a corps of highly dedicated, devoted and capable teachers who are highly predisposed to innovation as well as purposeful pattern of teaching. This imperative for quantitative and sound supervision. However, supervision entails the cooperate efforts of coordinating the students teachers, the principal and all members of staff of the cooperating school (i.e. school where teaching practice exercise is done) including the college of education, the external supervisors and the students teachers. Inspite of these various hands ni the scheme, students teacher often come out complaining of one form of abnormality or the other on the supervision exercises and supervision seems very vogue to reckon with. It becomes necessary to investigate the student’s teacher perception on the quality of teaching practice supervision among teachers.