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FACTORS
MILITATING AGAINST SCIENCE STUDENT TEACHERS DURING THEIR TEACHING PRACTICE
Abstract
This project work is a survey
research, which was conducted to find out the problems militating against
science student teachers during their teaching-practice.
The researchers used random sampling
method to select 20% of the students that went for teaching practice during the
2009/2010 academic session in Enugu State College of Education (Technical),
Enugu the only Government owned College of Education in Enugu North Local
Government area of Enugu State.
The researchers used questionnaire in
collecting data from the respondents. These were arranged on modified Likert
scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD).
After the
investigation, some findings were made, which are:-
That science
student teachers use to face accommodation
problems
during their
teaching-practice (that is, they do not have enough place
to sit while
waiting for school to close for the day).
That lack of
permanent science teachers has lead the science
student-teachers
to handle subjects that they didn’t study in the college.
It was recommended that:-
Adequate
number of qualified permanent science teachers should be recruited in the
secondary schools.
Good
accommodation should be provided to the science student teachers during their
teaching practice (that is, a place where they will sit while waiting for
school to close for the day).
CHAPTER ONE
INTRODUCTION
Background
of the Study
In many professions such as medicine
engineering and pharmacy, the training period is characterized by practical
exposure which allows the trainee to practice the skills they have learnt in
theory. Practical training is planned to provide the trainee with experiences
related to the practical aspects of the profession in order to enhance both the
theory and practical aspect of the profession. Abbat (1999), emphasized that
one of the ways of insuring that people work effectively after training is by
giving them opportunities to practice during their training. The performance of
trainees during the practical exposure is evaluated using a set of criteria.
The final
score derived from the evaluation is used to determine whether a trainee’s
performance is professionally accepted or not.
Teaching
like most professions has a set of criteria that the student teachers must have
to attain by the time pre-service training is over. These are the theoretical
and practical component of the training. The focus of this paper is on the out
–of college teaching experience, which is commonly referred to as “off campus
teaching practice”. From observations, one noticed that during this period off
campus teaching practice, student-teachers suffer a lot of untold hardship to
the point that some of them abscond from their practicing schools. The big
question is what actually are causing this hardship of the student teachers? What
are the factors that are working against the smooth running of the vital
component of the training of teachers? The answer or answers to these questions
formed the focus of this study.
Statement of
the Problem
The problems underlying this study
(factor militating against science teacher during their teaching practice) as
focused on the following:-
a) Most schools do not have enough room for the
student –teachers. In most cases, you notice the student teachers running away
from schools because they have no place to sit while waiting for school to
close for the day
b) Some schools do not have enough permanent
science teachers to direct the student teachers and this makes the student
teachers not to know where to start from in the course of teaching the students
Specifically,
one would like to ask
(i) what are the factors
militating against science student
teachers
during their teaching practice?
(ii) In what ways can these
challenges be solved?
(iii) What roles have the science
student teachers towards
these
problems?
Purpose of
the Study
Based on the background of the
problems of this study, the main purpose underlying this project is to
investigate the problems militating against science student-teachers during
their teaching practice in Enugu State College of Education (technical) the
only government owned College of Education in Enugu North Local government
Area.
The student
specifically seeks to determine
1. why student teachers run away from their
positions in their practicing schools
which may be due to lack of accommodation.
2. fear of not doing it right which contributes
to the abscondment of science student-teacher from their practicing schools.
3. how the lack of insufficient permanent
science teachers makes teaching difficulty for the science student-teachers.
This can make teaching difficult. This makes teaching difficult and hectic for the science student teachers
as the need the support and direction of
the permanent
SIGNIFICANCE
OF THE STUDY
The usefulness of this research work
in the Educational system cannot be over emphasized. If the result of this
study is utilized, it is going to be of benefit to the student teacher, parents
and government.
To the
Government, it will enable them to understand why science student teachers
abscond or run away from school during their teaching practice and make
policies that will punish such science student teachers that abscond from their
practicing schools.
To the
parents, it will help parents to encourage their wards/children to choose
science in their schools. Thereby increasing the number of science student.
To the
student teachers, it will enable the student teachers to know the various
factors that make them run away from teaching praactice and know how to solve
the problems for the betterment of everybody.
To the
secondary school students, this study will enable them to know that science is
good and therefore not scare away from it.
Scope of the
Study
This study seeks to cover the factors
militating against science student teachers, how they can be solved for the
progress and success of education in general and science in particular.
Research
Questions
i. How does accommodation affect science
student teachers during their teaching practice?
ii. To what extent does accommodation
affect science student –teachers?
iii. What effect does insufficient permanent
science teachers have on the science student teachers?
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