THE EFFECT OF TEACHING PRACTICE ON THE BASIC SCIENCE STUDENT TEACHER, COOPERATING TEACHER AND THE STUDENT
BEFORE YOU READ THE CHAPTER
ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE
PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL
INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS
PAGE. OR YOU CAN CALL: 08068231953, 08168759420
THE EFFECT OF TEACHING
PRACTICE ON THE BASIC SCIENCE STUDENT TEACHER, COOPERATING TEACHER AND THE
STUDENT
CHAPTER ONE
INTRODUCTION
Background of the Study
The quest for improvement in
undergraduate teacher education in the Nigeria Universities has remained a
major concern. This is because of the poor quality of the graduates being
produced by these universities. The complaints about the quality of
undergraduate instruction are both current and chronic as observed by
Aduwa-Oglebaen (2005). In addition, he stated that there was the need for
improvement in undergraduate practice in Nigerian universities. He recommended
better preparation of graduates for improving the quality of instruction.
Therefore, there is a great desire for effective undergraduate teacher
education in our universities.
Nigeria has 150 registered
universities owned by government (both federal and state), and private
individuals and organizations (Joint Admission and Matriculation Board (JAMB),
2010). The universities are established to produce high level manpower among
other objectives. To achieve these objectives, various courses are offered. It
is expected that the Nigerian university students, at the end of their course,
should have acquired knowledge and skills required to meet the challenges of
world of work. A graduate is expected to acquire knowledge while in the school
to give him opportunity to contribute o the development of his society. At the
end of his programme, it is assumed that he has passed through a standard
process of training ft)r the award of degree certificate.
In addition, according to
Agbonna, Yusuf, Ajidagba and Olumorin (2010), undergraduates are exposed to
job- training programme. For example, students in the sciences undertake months
of Student Industrial Work Experience (SIWES), education students are exposed
to Teaching Practice, Medical Students do Houseman-ship while the Law Students
attend mandatory Law School. The objective of the job- training is to give them
necessary training and skills needed to face the demand of their world of work.
However, the validity of the
undergraduate certificates is being questioned, doubted and debated by
education stake holders. This is due to their low productivity and non
performance at job. Many people have expressed their concern on the low
productivity of the• Nigerian university graduates. The National Association of
Pro- Chancellors of Nigerian Universities (NAPCNU), in 2007, declared that many
Nigeria graduates were not employable because they were of low quality (The
Punch, 7th December, 2007). In addition, the then Nigerian Minister for
Education, Sam Egwu at a political forum, stated that 80% of the Nigeria
graduates were unemployable (Nigerian Compass, 5th March, 2009).
A number of factors have
been attributed to the low and poor quality of the Nigeria graduates.
Kilpatrick (1997) observed the situation of teaching and learning in the
university classrooms and he concluded that aimlessness is the most important
single cause of ineffective teaching. Okebukola (2007) maintained that Nigerian
education graduates were inadequately prepared in both content and pedagogy,
and therefore could not teach well or at worst impact wrong knowledge all of
which combined to have negative effect on the performance of the students they
teach.
It has been observed that
the proper implementation of any curriculum at any level is a function of the
quality of the teachers. Okebukola (2007) called for increased job commitment
and the need to update the knowledge of the university teachers who are
responsible for the implementation of the university curriculum. This means that
the teacher is the pivot on which the success of any educational programme
hangs as noted be National policy on Education (2004) which proffers that no
nation can rise over and above the quality of its teachers. This is why Onwuka
(1996) contended that it is the effort of the teachers that a curriculum which
is designed by the planners depends to a large extent for its success in terms
of leading to the appropriate ends of education in the society.
Many universities in Nigeria
have devised various means of improving the performance of their students with
a view to improving their productivity and performance in the world of work
after graduation. Among this is the students’ evaluation called educational
teaching practice to examine teaching effectiveness and efficiency.
1.1.1 Teaching Practices
Students teaching practice
refers to a periodic evaluation of student- teachers. It involves a systematic
gathering and analysis of information, on the basis of which decisions are
taken regarding the effectiveness and efficiency of the teacher. Jackson (1998)
identified nine approaches to teacher
evaluation, namely: classroom observation, students’ ratings, students’
achievement, peer-rating, self-rating, teacher interview, parents’ rating,
competency tests, and indirect measures. However, recognition and evaluation of
it have different applications for different institutions. While some
supervisors or facilitators shy away from formalizing the means by which a
student- teacher teaching competence is judged, others are reluctant to give
students a voice in the decisions that affect a faculty member’s career (Eble,
1974). Accordingly, the value of this evaluation is a massive one which has
received considerable hostility and suspicion of some university lecturers towards
some student-teachers. It was literally observed that while early studies
tended to support the reliability of teaching practice, there is doubt on the
validity of the students- teacher’s teaching technique. Marsh (1987) also
observed that several recent reviews of studies in this area are supportive of
their values. This inconsistency may be due to the fact that teaching
effectiveness is multifaceted and that any students’ rating that focuses on a
single overall score of lecturers may be inadequate. David and Adebowale (1997)
cited that a lecturer who was well organized may not be a best of
communicators. To them, failure to separate these different components of
effective teaching has led to conflicting results of research findings.
However, institutions are
beginning to appreciate the fact that there are many sources of information
about teaching effectiveness and many ways of bringing that information to bear
upon the evaluation of teaching practice. According to Richmond (2003) and
Clifford (1999), student opinion is of particular importance because it
represents an important addition to the data customarily used to judge
competence of student teachers. It teaches the one source of direct and
extensive observations of the way student-teachers carry out their daily and
long-range tasks.
David and Adebowale (1997)
noted some benefits of the students’ evaluation to include among others, that
it increases the chances of recognizing and rewarding excellence in teaching;
provides means of interaction between the teacher and the taught; provides the
only direct and extensive information about the teacher; and provide tangible
evidence of students’ recognition and involvement in rebranding teaching
profession. In other words, students’ teaching practice can be used to improve
classroom instruction, student learning, and to foster professional growth of
the prospective student teacher, and also the results of such evaluation can
make the student employable in the labour market. From the available
literature, the question of whether or not students should be subjected to
teaching practice is not the issue, rather, the question is largely who should
do it?, for what purpose?, and by what means?. It is on this premise that this
study is based to find the effect of teaching practices on the cooperative
teachers, the basic science students and the student.
1.1.2 History of Basic
Science
Science was first coined by
William Whewell in the 19th century. The history of science is the study of the
historical development of science and scientific knowledge including both
natural sciences and social sciences (the history of the art and humanities).
From the 18th century through late 20th century, the history of science,
especially of the physical and biological sciences, was often seen as a
narrative true theory replacing false ones. More recent historical
interpretations portray basic science as a body of empirical, theoretical and
practical knowledge about the natural world through observation, explanation
and prediction of the real world phenomenon. The dawn of modem science is
traced back to early science during which is known as scientific revolution
which occurred in 16th and 17thi century. Scientific methods are considered to
be the most fundamentals to modem science that consider earlier inquiries into
nature to be pre-scientific. Traditionally, historians have defined science
sufficiently broadly to include those inquiries.
1.2 Statement of the Problem
Several studies (Ngidi &
Sibaya, 2003; Marais & Meir, 2004, and Kiggundu & Nayimuli, 2009) have
been conducted on student- teachers experiences during teaching practice, but a
review of the literature indicate that there are limited studies that have been
conducted on education assessment of the quality of students teaching practices
which has been comprehensively viewed by lecturers in the Faculties of
Education as they are crucial stakeholders in the sector. Science is the
fundamental key to national development. As a result, society is faced with the
challenge of unqualified basic science teachers. This study is out to
investigate the impact of teaching practice on the basic science student
teachers, the cooperating teachers and the students they teach.
1.3 Purpose of Study
• To investigate the effect
of teaching practice on basic science student teachers’ in terms of classroom
teaching preparation and attitude to teaching.
• The impact of teaching
practice on the cooperating teacher in terms of social relationship and
knowledge formation.
• The impact of teaching
practice on the students in respect to the student attitude, interest and
content knowledge in basic science.
1.4 Significance of the
Study
This study would develop the
attitude and classroom preparation of basic science student teacher in
preparation for efficacy, efficiency and professionalism in teaching in science
with reference to; Content knowledge; that is, ability to provide solutions to
provide solutions, to reason scientifically thereby providing answers to
question from the students.
Pedagogical knowledge; that
is, collecting data systematically, analyzing the data, interpreting data and
synthesizing analyzed data through practical means and theoretical
understanding.
Working habits; that is, as
a science teacher, there should be clarity, structured experimentation of facts
and nature-like instructional material that would help the students understand
the basis of science. Fostering best practices; that is, development of good communicative
skills, positive attitudes during teaching, the methods adopted in teaching and
ability to render a good learning content in the classroom.
The study will determine
positive attitude and thoughts in basic science students thereby choosing a career
in teaching and to reveal the essentiality of teaching practices as a means of
acquiring the basic techniques on which future knowledge can be built upon. The
study will alert and put in check the social relationship that exit between the
cooperating teacher and the student teacher during teaching practice. Also, to
investigate cooperating teacher point of view about teaching practice.
1.5 Research Questions
The following research
questions were raised to guide the study and to screen if teaching practice has
an effect on the cooperating teacher, basic science students and the student:
1. What is the effect of
teaching practice on the student teacher in terms of classroom preparation and
attitude to teaching?
2. What will be the impact
of teaching practice on the cooperating teacher in terms of social relationship
and knowledge formation?
3. What is the impact of
teaching practice on the students in respect to interest, attitude and content
knowledge of basic science?
1.6 Research Hypothesis
The following Null
hypotheses were tested on a level of 0.05% to define the study;
H01: There will be no
significant effect of teaching practice on the
basic science student
teacher in terms of classroom preparation and attitude to teaching.
H02: There will be no
significant effect of teaching practice on the cooperating in terms of social
relationship and knowledge
formation.
H03: There will be no
significant effect of teaching practice on the students in respect to interest,
attitude and content knowledge of basic science.
1.7 Scope of the Study
This study is restheted to
the Junior Secondary School students at Ijero Junior High School located at
Educational District 3 Ebute-metta Local Government Area and Morocco
Comprehensive School located at Educational District 2 Shomolu Local Government
Area of Lagos State. Also the study will be limited to the basic science
student teacher at the University of Lagos, Faculty of Education focusing on
the concept of congestion and principal conservation of the study.
1.8 Definitions of Terms
Teaching Practice: This
refers to a periodic evaluation of student teacher. It involves a systematic
gathering and analysis of information on the basis of which decisions are taken
regarding the effectiveness and efficiency teacher.
Pedagogy: This is an art and
science of organizing, preparing and teaching in a classroom. It is an approach
to teaching and learning to impacting of knowledge or content of the subject
areas.
Basic Science: This is a
fundamental science or a science that describes the most basic objects, forces,
relations between forces and matter.
Cooperating Teacher: A
cooperating teacher is a facilitator and a guide to a student teacher during a
principal apprenticeship practice called teaching practice.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment