Professional Documents
Culture Documents
B.O. Ogonor
University of Benin, Nigeria.
M.M. Badmus
University of Benin, Nigeria.
Links between theory and practice are inability to produce teachers who are
emphasized in the education programme properly grounded in pedagogy and
so that students could draw close content as well as ability to collaborate
professional links between the universities professionally in the work environment.
and the secondary schools where they are For example, educationists observed that
prepared to function as teachers. Teaching the transition from academic theories in
practicum of six weeks duration is a universities to classroom practice has
compulsory course both at in the often been very sharp suggesting that
penultimate and final levels of the student teachers are not often properly
Bachelor of Education programme. groomed to put into practice current
Teaching practicum provides the pedagogy and interactive skills that has
“neophites” some type of pre-service been theoretically learnt. Whereas, the
training which serves as opportunity to be National Policy on Education, (FGN 1981
exposed to the realities of teaching and revised 1998 and 2004:40) states ‘teachers
performance of professional activities. It is shall be regularly exposed to innovations
the only opportunity for students to test in their profession.’ The teaching practice
theories learnt and ideas developed in the exercise in many educational institutions
classroom, as they come in contact for the had become rife with complaints of
first time with real life situations. drudgery among staff and students and
Teaching practice provides trainees the consequently frustration on the part of
opportunity to utilize the various teaching both of them. (Imogie 1998). It was in
methods in actual classroom/school view of the stated reasons as well as the
conditions under the constant supervision need for teachers to address new
of competent and experienced teachers. challenges in education, both at the
Furthermore, besides teaching activities, national and global levels that the Faculty
student teachers are exposed to of Education of a Nigerian university
professional activities, which are part of restructured the Teaching Practice exercise
the teacher roles in schools. in line with its position on Teaching
Student teachers have been Practice, aptly summarized thus in the
encouraged to adopt various teaching newly introduced “Students Teaching
models during the practice of teaching. Practice Log Book” recently adopted by
Some of the prevalent approaches are the faculty:
Applied Science and Reflective. In the The training of teachers involve more
wave of reform in the training of teachers, than giving them the knowledge and
the Applied Science model was critiqued skills necessary for good teaching.
for leaving teachers unprepared to face the We are aware that, for teachers, what
goes on inside the classroom is
complexity of educational practice ( Schon
closely related to what goes on
1983, 1987). Hence Marco et al (1993) outside. The quality of teaching is
recommended that reflective approach closely influenced by the professional
should be complementary to the Applied growth of teachers and the
Science model. In addition, Zeichner relationship with their colleagues,
(1993) suggested that the wave of reform either as supportive communities who
in teaching should focus on genuine work together in pursuit of common
empowerment of teachers to participate goals and continuous improvement or
more in a central way, in the determination as individuals. (Faculty of
of school goals and policies. In view of Education, University of
that, Macroff (1988) and Barth (1990), Benin.2002, p.3)
called for the restructuring of the schools To actualize the ideals of the Faculty of
to become a more professional and Education in a Nigerian University,
collaborative work environment. reflective teaching segment was
introduced into the teaching practicum
RATIONALE/PROBLEM organized for the student- teachers during
STATEMENT the 2002/2003 session. Hence the focus of
In Nigeria, teacher- training this study is to examine the outcome of the
institutions have been critiqued for reform effort, that is; the introduction of
the resumption of school. Similarly, most mind is; could it be that the staff of
secondary schools schedule parents- partnership schools merely used student
teachers’ association meetings once a year. teachers to perform what would have been
The non- involvement of student teachers their duties and failed to provide guidance
in club activities and maintenance of in teaching skills, self improvement and
discipline is rather surprising as it was ability to cope with emerging challenges
expected that the teaching –practice in the school setting? A positive response
exercise ought to be a training ground for to the question appears to be a
such activities. confirmation of student teachers’
Regarding the rating of student observation that staff of partnership
teachers’ performance by Faculty, they schools failed to perform their roles as
were least effective in the management of mentors to them.
the timing, distribution and frequency of
questions in the classroom. Next were The nature of support rendered
pedagogic issues such as class control, use by staff of partnership schools to student
of teaching aids and presentation of teachers was also a focus of the study. The
lesson. The finding regarding findings revealed that in general, staff of
ineffectiveness in the management of time partnership schools displayed positive
was not unexpected as Ogonor and attitude toward student teachers.
Nwadiani (2004) had found that However, they neither received specific
undergraduates in Nigerian universities support such as induction and orientation
had problem with the management of non– into their environments, nor did they get
instructional time. This problem therefore, specific aid, in the form of involvement in
transcends students’ private time, to the activities to promote /encourage mentoring
work environment. Observed deficiency in of staff of partnership schools so as to
student teachers’ proficiency in pedagogy improve their teaching skills and
is worrisome because expertise in teaching strategies. Also the teachers in partnership
exercise should be the hall mark of the schools did not provide any sort of
teacher. It is interesting to note however, demonstration lessons to trainees to serve
that student teachers had the least problem as first hand exposure to the rudiment of
with knowledge of subject matter; this is a the trade. Reform efforts in this direction
pointer to the crux of the problem of can best be described as bogus and
student teachers, which is pedagogy. superficial in consonance with Zeichner
(1993) and non-collaborative (Barth 1990,
The assessment of student Macroff 1988) who did similar studies and
teachers activities by staff of partnership had similar findings. The induction and
schools was another segment of the study. orientation of student teachers is crucial
Staff of partnership schools had very for effective employee performance .It is
positive comments regarding student probable that the staff of partnership
teachers’ carriage in aspects such as schools had positive attitude to the student
punctuality, classroom management, teachers because of the relief they could
participation in school activities, class get by conceding their classes to be taught
control, subject matter and staff personnel by the trainees for a while.
relationship. It is curious to observe that Regarding the challenges
the comments revolved on the experienced by teaching personnel, a
conspicuous aspects of school activities finding such as practitioners intense
which if not effectively performed can pressure for time is not unexpected as
disrupt school activities. It would have earlier studies have indicated that
been expected that teachers of partnership reflective teaching practice exercise is
schools who served as mentor teachers practiced at very high cost to the families
ought to be equally concerned with student of trainees, as teachers virtually work
teachers’ progress in skill acquisition in round the clock and there is little or no
pedagogy, self improvement and ability to time to be devoted to family members
cope with challenges in and out of class on (Brookfield 1995, Theil 1999) However, it
daily basis. The question that comes to is expected in due course that when
practitioners are more proficient in the use reflective teaching by teachers and
of the method, they would be a able to student teachers in particular. The
adopt strategies that would ameliorate this conclusions that can be drawn from this
problem. What was unexpected was the study are: student teachers were elated
finding that school authorities failed to with the practice of reflective teaching;
provide student teachers with the needed reflective teaching tend to promote the
teaching materials and teachers of professional growth of teachers; student
partnership schools did not perform the teachers were mainly preoccupied with
role of mentors. Could it be that there teaching responsibilities; staff of
were no adequate resources in the schools partnership schools did not provide
to provide instructional materials to the specific professional support to student
trainees? Whatever the reason, the teachers and consequently failed to
situation cannot be justified because the perform their roles as mentors; Faculty
teaching practice experience is crucial for perceived student teachers as being more
teacher preparation as it is the only period effective in the knowledge of subject
that the trainee has to put in practice learnt matter than the application of pedagogy.
theories. Similarly the finding that
teachers of partnership schools did not RECOMMENDATIONS
perform the role of mentors to student In view of the conclusions drawn
teachers is worrisome. This finding was from the study, it would be recommended
further corroborated in the earlier finding that reform efforts in teacher training
that the teachers of partnership schools did institutions should incorporate efforts to
not provide specific aid to student teachers adequately involve the teachers of
to improve their teaching skills and partnership schools (organizing workshop
strategies. The attitude of the teachers on mentoring for them) so that student
underscores the importance attached to the teachers can be provided suitable
teaching practice exercise by the environment (particularly material and
university. It appears that the teachers in mentor support) to learn the rudiments of
the partnership schools feel that the teaching. Furthermore, an increase in the
teaching practice exercise is the sole duration of teaching practice exercise in
business of the institutions of training. Nigerian teacher teaching institutions may
Could it be that, the training institute did be required, as a longer period would
not make sufficient efforts to involve the provide ample time for the practice of
teachers in the practice exercise, as the professional activities associated with
interactive session prior to the exercise, teaching by trainees. This is in total
was targeted at the management of the support of the National Universities
partnership schools and not the teachers? Commissions’ proposal to extend teaching
Either way, the teaching practice exercise practice exercise to a period of one year in
ought to take place in a school setting that the Faculties of Education in Nigerian
encourages professionalism and Universities. Furthermore, it is hereby
collaboration particularly mentoring, as recommended that student teachers could
suggested by Macroff (1988), Barth be distributed for teaching practice
(1990) and Kullman (1998). The finding exercise to partnership schools early
indicates that the desired school enough so that they can be involved in
environment for the preparation of the preparatory school activities before school
right crop of teachers is lacking. resumption.
CONCLUSIONS
The trend toward
professionalizing teaching makes it
imperative that teachers should be well
grounded in the rudiments of the trade and
aided to continuously improve themselves
during and after training, hence the need
for collaborative school environment and
Table 1: Professional Activities carried out by student teachers during teaching practicum.
Activities RESPONSES
YES NO
Planning school time table - 304 (100%)
Participation in club activities - 304 (100%)
(100%)
Guiding students in the use of library 15 (5%) 289(85%)
Record keeping 281(92.4 %) 23 (7.6%)
Involvement in students’ advisorship 281(92.4%) 23 (7.6%)
Organization of examination 281((92.4%). 23(7.6%)
Involvement in Parents/Teachers activities - 304(100%
Maintaining discipline outside the classroom - 304(100%)
Contributions to staff meetings 11(4%) 293(96%)
Positive Negative
Introduction of student teachers to head of 291(95.7%)
department 13(4.3%)
Familiarization /orientation/induction of student 14 (8%) 290 (92%)
teachers.
Attitude of supervisors to student teachers. 296 (97.4%) 8 (2.6%)
Specific aid by staff of partnership schools to 15 (5%) 299 ( 90%)
student teachers to improve their teaching skills and
strategies.
Organization of demonstration lessons by mentor 0% 304 (100%)
teachers for student teachers.
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Macroff G (1988). The Empowerment of
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Brookfield, S. (1995). Becoming a critically Teacher’s Quality of Work Life. Journal of
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