TIME TABLES, TEACHING PRACTICE AND EDUCATION TUTORS IN COLLEGES OF EDUCATION

The study examined the relationship between perceived self-efficacy of pre-service basic science teachers and teaching practice performance in colleges of education in Delta State, Nigeria. One hundred and twelve (112) pre-service basic science teachers were selected from two colleges of education in Delta State. Forty-six (46) from College of Education l (COEI) while sixty-six (66) from College of Education II (COEII). The study tested three hypotheses derived from the three research questions. The independent variable was perceived self-efficacy of the pre-service basic science teachers, the dependant variable was teaching practice while the moderating variables were two colleges of education of the pre-service science teachers. The instruments used were “Teaching Practice Assessment Score Instrument (TPASI)” and the “Pre-Service Science Teachers Perceived Self Efficacy (PSTPSE)” with thirty (30) questions. Person correlation was used to test the hypotheses. The results showed that the three null hypotheses were accepted. The hypothesis one is accepted because there was no significant relationship found to exist between the pre-service basic science teachers perceived self-efficacy and their teaching practice assessment scores. Also, no significant difference was found between COEI and COEII pre-service basic science teachers‟ perceived self-efficacy scores and their performance in teaching practice. Finally, for all the pre-service basic science teachers irrespective of their subject combination, there was no relationship between their perceived self-efficacy and the teaching practice assessment. Consequently, it was recommended that there should be a reform in pre-service teacher education programmes in all our teachers training institutions; it can help to develop and improve teacher education programmes and pre-service teaching practice; this reform should aim at strengthening both content and pedagogical knowledge of pre-service teachers.

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Management Of Teaching Practice In The Preparation Of Nigerian Certificate Of Education (NCE) Teachers

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v7i11.248 ◽

2010 ◽

Vol 7 (11) ◽

Author(s):

Samuel Adetunji Asaya

Keyword(s):

Teacher Training ◽

Conceptual Understanding ◽

Education System ◽

Teaching Practice ◽

Professional Preparation ◽

Historical Background ◽

Colleges Of Education ◽

Management Problems ◽

The Matrix ◽

Training Institutions

If the teacher must be “everything” to the learner as well as be the character-model to society, as it is commonly expected, his training must be such that is not only comprehensive but well articulated. Such training must be based on sound conceptual understanding and reasoning that have been developed within the matrix of practice and experience (Ehiametalor, 1990). Consequently, this paper examines a brief historical background of the teacher training institutions in Nigeria, taking a look at the meaning and objectives of teaching practice and some management problems militating against the professional preparation of teachers-in-training. This paper further considers the strategies that could improve the management and supervision of teaching practice, generally, and in colleges of education, in particular. Suggestions are made on how to ensure that the professionally prepared teachers are retained in the education system through appropriate incentives and motivation.

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Factorial Validation of Teachers’ Self-Efficacy Scale using Pre-Service Teachers: Implications for Teacher Education Curriculum

International Journal of Higher Education ◽

10.5430/ijhe.v10n1p113 ◽

2020 ◽

Vol 10 (1) ◽

pp. 113

Author(s):

Catherine U. Ene ◽

Christian S. Ugwuanyi ◽

Chinedu I.O. Okeke ◽

Boniface G. Nworgu ◽

Agnes O. Okeke ◽

...

Keyword(s):

Social Sciences ◽

Teacher Education ◽

Self Efficacy ◽

Teaching Practice ◽

Pearson Correlation ◽

Public Colleges ◽

Model Fit ◽

Professional Activity ◽

Colleges Of Education ◽

Enugu State

Teachers’ beliefs in their ability to effectively handle the tasks that are related to their professional activity are an issue of concern for pre-service teachers. Many of them have low self-efficacy which can affect their output in future, and this can influence important academic outcomes on learners. The main purpose of this study was to factorially validate teachers’ self-efficacy scale (TSES) using pre-service teachers in public colleges of Education in Enugu State. A sample of 218 year three students in the schools of sciences and social sciences was drawn from a population of 2,127 students of public colleges of Education in Enugu State. Simple random sampling technique was used to draw two schools from the five schools in each of the colleges. Accidental sampling was used to draw the participants. The study adapted the teacher self-efficacy scale developed by Ma, Trevethan and Lu (2019). The instrument was construct validated using factor analysis while the internal consistency and stability reliability indices were estimated using Cronbach alpha method and Pearson correlation. The exploratory and confirmatory factors analyses were done using principal component matrix with Varimax rotation, while data model fit was tested using root mean square error of approximation (RMSEA) and confirmatory factor index (CFI). Statistical Package for Social Sciences (SPSS) and Analysis of a Moment Structures (AMOS) software were used to conduct the statistical analysis. The results showed that the scale was found to be valid and reliable and as well demonstrated a good model fit (RMSEA = .043, CFI = .943). The study has implication for teacher education training institutions in that the scale can be used as an effective instrument for determining the teaching self-efficacy of the pre-service teachers. Thus, it was recommended that various higher institutions for teacher education should make effective use of TSES in ascertaining the teaching self-efficacy of the pre-service teachers, especially during teaching practice exercises.

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Reflective Practice: A Strategy for Improving Teaching Practice in Nigerian Colleges of Education

International Journal of Academic Research in Progressive Education and Development ◽

10.6007/ijarped/v1-i4/11969 ◽

2012 ◽

Vol 1 (4) ◽

Author(s):

Ogunbameru Mercy Titilayo ◽

Raymond Uwameiye

Keyword(s):

Reflective Practice ◽

Teaching Practice ◽

Colleges Of Education

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Preparing Teacher Trainees for Field Experience: Lessons From the On-Campus Practical Experience in Colleges of Education in Ghana

SAGE Open ◽

10.1177/2158244018807619 ◽

2018 ◽

Vol 8 (4) ◽

pp. 215824401880761 ◽

Cited By ~ 2

Author(s):

Christine Adu-Yeboah ◽

Christopher Yaw Kwaah

Keyword(s):

Teaching And Learning ◽

Teaching Practice ◽

Group Discussion ◽

Practical Experience ◽

Colleges Of Education ◽

Teaching Standards ◽

Teacher Trainees ◽

Lesson Delivery ◽

Standards And Guidelines ◽

Education In Ghana

This study sought to understand the process of providing on-campus practical experience to teacher trainees in preparation for practicum in basic schools, and how the trainees perceive these. It used the mixed method approach to obtain data from three purposively sampled colleges of education in the Central Region of Ghana. Questionnaires were administered to 232 teacher trainees; 12 focus group discussion sessions were held with the trainees while an interview guide was used to elicit data from 24 college tutors. The findings showed that the on-campus experience offered trainees the opportunity to improve on their knowledge and practice of general pedagogical skills such as the writing of lesson plans, statement of appropriate lesson objectives, lesson delivery, timing of activities, and the use of teaching and learning resources. However, there was no evidence of documented standards and guidelines for the conduct of the on-campus practicum. Again, trainees had very limited time to engage with supervisors and critically interrogate and reflect on their own practices. Consequently, it was suggested that teacher training institutions should develop appropriate teaching standards and guidelines for on-campus teaching practice and give trainees more opportunity to engage with and critically interrogate their own practice in the process of learning to teach.

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