TEACHING PRACTICE EXPERIENCES OF COMPUTER AND INTEGRATED SCIENCE STUDENT-TEACHERS, CHALLENGES AND POSSIBLE PANACEA
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TEACHING
PRACTICE EXPERIENCES OF COMPUTER AND INTEGRATED SCIENCE STUDENT-TEACHERS,
CHALLENGES AND POSSIBLE PANACEA
ABSTRACT
Teaching
practice experience is an important component of becoming a teacher. It grants
student-teachers experience in the actual teaching and learning environment
(Ngidi&Sibaya, 2013; Perry, 2014). During teaching practice, a
student-teacher is given the opportunity to try the art of teaching in his field of study be it in computer
science or any other subject before actually getting into the real world of the
teaching profession(Kasanda, 2011). Student-teachers also know the value of
teaching practice as remarked by Menter (2010). According to Menter, they
perceive it as ‘the crux of their preparation for the teaching profession’
since it provides for the ‘real interface ‘between student hood and membership of
the profession.
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
A student
teacher reflected that the practical component of teacher training - practice
teaching - was a part of the course fraught with difficulty and thus
exceedingly stressful. She did not appear to enjoy the experience. This student
teacher's experience identifies her own feelings around practice teaching. This
anecdotal reference serves to position the research question as both relevant
and constructive in terms ofthe ongoing research around teacher training in
South Africa. Many problems confront teachers who enter the workplace for the
first time after completing their studies. Student teachers who qualify from
our current teacher training programmes are not always ready to enter the
classroom. These problems are related to their practice teaching experiences, a
conclusion that may be deduced from the researcher's own professional dealings
with student teachers. One gets the impression that some student teachers are
inadequately prepared for the real situation during their practice teaching.
Research conducted by Tang (2003) found the quality of student teachers'
learning experiences in the field to be a major concern. Converting theoretical
knowledge into practice will always remain a challenge - learning to teach is a
complex process (Solomon, Worthy & Carter as cited in Farrell, 2002). In
support ofthese views, many researchers have written about the 'shock of
reality', a phrase referring to the difficulty of shifting from theoretical
training and academic knowledge to the actual work ofteaching (Johnston,
Rastoy, Holdaway & Friesen as cited in Bertone, Meard, Euzet, Ria &
Durand, 2003). Research undertaken in 1999 by the United States Department of
Education's National Centre for Education Statistics shows that only one in
five teachers feels 1 ! well prepared to work in a modem classroom (Thomas
& Loadman, 2001:195). Supporting this finding, French researchers alsD
fDcused on the limitatiDns ofpractical experience (Charlie & Durand as
cited in Bertone et aI., 2003). On the other hand, Borlo and Mayfield (as cited
in Bertone et aI., 2003) found that practical experience can alsD be of great
value in learning how to teach. An appropriate mix ofchallenge and SUPPDrt
cDntributes tD students' positive experiences ofpracticals (Tang, 2003).
Anumberoffactorsaffectsuccessfulimplementationofanintegrated science
curriculum, including various outputs and inputs related to teacher quality
such as professional development experiences, adequate planning periods, and
adequate content preparation of teachers with regard to content knowledge
associated with the curriculum taught (Huntley, 1998; Knudson, 1937; Leung,
2006; Palmer, 1991; Southern Region Education Board, 1998). Other researchers
have examined the relationship between teacher quality and teacher retention (Ingersoll,
2000; National Center for Education Statistics, 1996), and national
organizations have defined minimum content preparation standards to improve
teaching and learning (Interstate New Teacher Assessment and Support Consortium
[ITASC], 2008; National Council for Accreditation of Teacher Educators [NCATE],
2007; National Middle School Association [NMSA], 2008). This study examines
factors related to teacher quality inputs (i.e., coursework, grade point
average, and teacher test scores). Okorie (1986) stated that, education is a
part of life, which is deliberately controlled and experiences developed
according to a conscious plan. According to Emereole (2000), it is usually
planned according to the individual and societal needs and the most veritable instrument
for change in any society. Therefore, the quality of education provided in any
society and the nature of the change affected by that education are both
dependable on the quality of teachers and the affected by that education are
both dependable on the quality of teachers and the effectiveness of their
teachings in schools (Awotua-Efebo, 1999). Kizlik (2007) posits that, education
is a means to cooperative dynamic and life long process through which a society
deliberately generates knowledge, skills, values and other form of behavior for
its survival and sustenance, and transmits these from one generation to
another. Asuru (2000) observed that, it is pertinent to note that the
individual countries of the world provide education for their citizens for
different reasons. According to Adagba (2005), the reasons are the different
ways, which these countries believe that they would help the citizens as human
being and their country as a Nation. Akpomi (2010) also stressed that, the
Government of Nigeria in her aim to achieve their philosophy of education has
therefore set up an implementation committee for the National Policy of
Education in 1983, knowing fully that, the important of teaching practice and
internship in teaching education cannot be overemphasize, the committee
therefore recommends: Those methods of training teachers need to be
rationalized, so that they reflect the Nation’s, Education philosophy, policies
and structure. That massive training of untrained primary school teachers
should be done by the method on the job training. The selection and training of
lead teacher who will provide personal instruction to teacher, trainee and
supervise them well.
1.2 STATEMENT OF THE PROBLEM
In Nigeria,
teacher- training institutions have been critiqued for inability to produce
teachers who are properly grounded in pedagogy and content as well as ability
to collaborate professionally in the work environment. For example,
educationists observed that the transition from academic theories in universities
to classroom practice has often been very sharp suggesting that student
teachers are not often properly groomed to put into practice current pedagogy
and interactive skills that has been theoretically learnt. Whereas, the
National Policy on Education, (FGN 1981 revised 1998 and 2004:40) states
‘teachers shall be regularly exposed to innovations in their profession.’ The
teaching practice exercise in many educational institutions had become rife
with complaints of drudgery among staff and students and consequently
frustration on the part of both of them. (Imogie 1998). It was in view of the
stated reasons as well as the need for teachers to address new challenges in
education, both at the national and global levels that the Faculty of Education
of a Nigerian university restructured the Teaching Practice exercise in line
with its position on Teaching Practice. “Students Teaching Practice Log Book”
recently adopted by the faculty: The training of teachers involve more than
giving them the knowledge and skills necessary for good teaching. We are aware
that, for teachers, what goes on inside the classroom is closely related to
what goes on outside. The quality of teaching is closely influenced by the
professional growth of teachers and the relationship with their colleagues,
either as supportive communities who work together in pursuit of common goals
and continuous improvement or as individuals. It is in view of the above that
prompt the researcher to investigate teaching practice experience of computer
and integrated science students teachers in Nigeria.
1.3 OBJECTIVE OF THE STUDY
The main
objective of this study is to ascertain teaching practice experience of
computer and integrated science students teachers, but to aid the successful
completion of the study, the researcher intends to achieve the following
specific objectives;
i) To ascertain the impact of
teaching practice on students teacher’s credibility
ii) To examine the effectiveness of
teaching practice programs by students teachers
iii) To examine the relationship between
teaching practice experience and teachers quality
iv) To examine the role of government in
restructuring the teaching practice program
1.4 RESEARCH HYPOTHESES
To aid the successful completion of the study,
the researcher the researcher therefore formulates the following hypotheses;
H0: teaching
practice experience has no impact on students teachers credibility
H1: teaching
practice experience has impact on students teachers credibility
H02: there
is no significant relationship between teaching practice experience and
teachers quality
H2: there is
significant relationship between teaching practice experience and teachers
quality
1.5 SIGNIFICANCE OF THE STUDY
It is
believed that at the completion of the study, the findings will be of great
importance to the federal ministry of education, who are saddle with the
responsibility of formulating and implementation of educational policy
formulated by her or the House committee on education of the higher and lower
chamber of the legislators, the study will also be of great importance to
faculty of education in respective higher institutions in the country as the
findings will proffer way out of the dwindling teaching practice program. The
study will also be useful to researchers who intends to embark on a research in
a similar topic as the study will serve as a spring board for further study
1.6 SCOPE AND LIMITATION OF THE STUDY
The scope of
the study covers teaching practice experience of computer and integrated
science students teachers. But in the cause of the study, there were some
factors which militate against the scope of the study;
a)
AVAILABILITY OF RESEARCH MATERIAL: The research material available to the
researcher is insufficient, thereby limiting the study
b) TIME: The
time frame allocated to the study does not enhance wider coverage as the
researcher has to combine other academic activities and examinations with the
study.
c)
Organizational privacy: Limited Access to the selected auditing firm makes it
difficult to get all the necessary and required information concerning the
activities.
1.7
DEFINITION OF TERMS
Teaching
practice
Teaching
practice is a key influence on student learning - a desired outcome and primary
goal of higher educational institutions.
Student
teacher
A student
teacher, pupil-teacher or prac teacher is a college, university or graduate
student who is teaching under the supervision of a certified teacher in order
to qualify for a degree in education
Integrated
science
Integrated
Science is a revolutionary introductory science curriculum developed at
Princeton, intended for students considering a career in science.
1.8
ORGANIZATION OF THE STUDY
This
research work is organized in five chapters, for easy understanding, as follows
Chapter one
is concern with the introduction, which consist of the (overview, of the
study), historical background, statement of problem, objectives of the study,
research hypotheses, significance of the study, scope and limitation of the
study, definition of terms and historical background of the study. Chapter two
highlights the theoretical framework on which the study is based, thus the review
of related literature. Chapter three deals on the research design and
methodology adopted in the study. Chapter four concentrate on the data
collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and
recommendations made of the study
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