ABSTRACT
This project is a examine the problems and prospects of teaching practice programmes, taking a case study of College of Education, Ekiadolor, Benin City. Chapter one: contains some background information, statement of the problems, outlined objectives of this research project. Chapter two: mainly contains the review of other people write up in the issue. Chapter three: Deals with the research design and methodology. Chapter four: Also deals with the presentation, analysis of data and findings. Finally, in chapter five, the researcher includes the conclusion and offered modest and humble recommendations.
TABLE OF CONTENT
CHAPTER ONE
Introduction
Background of the study
Statement of the study
Research questions
Purpose of the study
Significance of the study
Scope and limitation
Definition of terms
CHAPTER TWO
Literature review
CHAPTER THREE
Research methodology and procedure of study
Research design
Research instrument
Population of the study
Sampling of the study
Instrument for data collection
Method of data collection
Administration of instrument
Validity of instrument
Reliability of instrument
CHAPTER FOUR
Presentation of data and discussion of results
CHAPTER FIVE
Conclusion, policy recommendation and area of further study
Conclusion
Policy recommendations
Area of further study
REFERENCES
QUESTIONNAIRE
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
As a result of growing school leaver unemployment, the Nigeria Government introduced the National Policy on Education revised 1980. A major provision of the policy was the introduction of the teaching practice programmes at the College of Education, Ekiadolor, with emphasis on the acquisition of practical teaching skills, valves and knowledge that would enable individuals to impact knowledge. One of the rationales for the emphasis on teaching programmes is that fact that is a skill practices which would equip its gainful employment. Even if they end their programmes at the Nigeria Certificate in education level. One basic necessity for the achievement of this objective is the availability of relevant teaching aids such as chart, chalk board, text books e.t.c. this would ensure that courses are taught according to the curriculum and the programmes in this regard the use of audio- unseals and related teaching facilities as suggested by most authors would be relevant.
Teaching practice is a very important and compulsory component of the preparation of teachers for it represent the final steps in t5hde exercise it is a period in the education of the teacher aspirant when he is allowed, under expert supervision to experiment, in a real school environment with the things he has learnt in theory about teaching
According to grim and Micheals (2006) teaching practice is an opportunity for teacher aspirant to9 gain practical classroom experiences under expert supervision Okorie (2005) emphasis that student teaching is not a trial period but a preparatory period and an opportunity for the student teacher to learn about the actual work of the teacher is the classroom as well as out of classroom experiences and good human relations”
In a recent study Onwikwe (2008) found out that ideally student teachers should have the following characteristics to be effective.
The student teacher is given thorough preparation in the subject he has to teach as well as in educational technology and special methodology of the subject matter. Exposure to micro- teaching experience is essential The student teacher works under the guidance of a co operating teacher throughout the period of the exercise. The student teacher dose not combines practice, teaching with other university/ college courses. The student teacher forms part the co- operating force and is expected to adjust to the conditions in the school. The student teacher participants in all the extra- curricular activities of the school throughout the period of the experience. The student teacher has opportunity to spend some time watching and observing the professional teacher at work before embarking on teaching himself.