CHAPTER ONE
- INTRODUCTION
1.1 BACKGROUND OF STUDY
For any profession to survive there is the need for adequate training and retraining of the practitioners, the teaching profession inclusive. Teacher is seen as the character modifier. There is need for him to be creative and imaginative. As a results of this, teachers are expected to be intelligent and well qualified and must have pedagogical skills and desirable traits.
According to Odun (1999) an efficient teacher is one UN agency systematically and often conducts a teaching and learning interaction to the satisfactory action of interest further because the worth of the interest teams supported professionally excusable standards, ethics and ideas, with a measure of commendable creativity.
According to Adu and Familugba (2005) “teacher must assume the roles of a leader of learning, be friendly and act as counselor in his society. They do not only have a caring attitude but also know communicate such caring. That is why Osokoya, (1996) supports the view of Kinder and Schynanrt (1970) as forwarded by Adu and Familugba (2005): “the mediocre teacher tells, the good teacher inspires”.
As a results of the on top of statements, there is need for the teachers to undergo specific training before getting to the service and get him abreast of the changes in the societal needs.
Teaching is seen as an art, a scientific process of letting a pupil or a leaner to acquire new skills, knowledge and other capabilities.
It is thought to be associate art as a result of it needs some leaning creative skills or qualities as ability to speak associated sensible voice of narration like an creator acting on stage.
According to Ugbede (1994), teaching is seen as “scientific process because teaching involves the systematic planning and programming of instruction and experience and the use of technological tools that will lead learners to accumulate bound new and valuable skills, knowledge and competences both mental and physical” It is therefore a necessity for academic and professional qualification of teachers not to be over emphasized in effective teaching and learning process.
Teaching shall not be finished a earnings to be earned alone however it ought to be thought-about as profession and not simply a normal job. Websters International Dictionary (1966) regards a profession as a calling requiring specialized knowledge well often long and intensive academic preparation. Since teaching is regarded as a profession, it needs to involve some methods of preparing those engaged.
According to Amadike (2002) the preparation of teacher could be done formally or informally and could be in two methods. Pre-service academics square measure academics to be that square measure being ready and trained before qualifying as skilled academics.
In-service teaching coaching is that the methodology (of coaching) academics whereby the making ready and training required for qualified academics square measure given once the teaching appointment, to keep them updated. It is of a undeniable fact that academics square measure control liable for their students’ success or failure. Current analysis in teacher education in USA puts illiteracy tutorial observes at the highest of the agenda as a important info component in teacher education.
According to the 2003 National Assessment of Education Progress (NAEP): 37 percent of four graders and 26 percent of eight graders cannot read at basic level: This is part of the challenges for the teachers. Therefore it's the duty of colleges the schools} and also the college in partnership with schools to enhance each pre-service teacher education and skilled development opportunities in order that academics square measure absolutely prepared to meet the challenges of low literacy levels in the nation’s schools.
The competency of teachers is therefore needed.
This requires that pre-service teacher preparation programs ought to give them with current analysis – based mostly skills and information concerning tutorial methods for developing fluent reading in students the least bit grade levels in teacher education, pre-service programmes should give candidates with opportunities to economic analysis and analysis based mostly observe bearing on however students learn.
According to Dutro and Morau (2003) teacher education pre-service programs should give candidates with opportunities to satisfy up with the changes in social wants. Likewise, the in – service programme is required for those within the service. In order to empower their skills to satisfy the challenge of legislative mandates, beginning teacher must meet the requirements of the Federal No Child Left Behind (NCLB) of 2002 in a trial to make sure all kids received a prime quality education.
NCLB focuses on the event of early promising implementation mandates comprehensive research based mostly attainment programme as a way to show to browse. The academics UN agency square measure the implementers of the info prove they learned the talent in their pre-service preparation, but what of those that do not pass through teacher education before getting to teach in the classroom?
Those academics while not teaching qualifications square measure thought to be novice professional.
According to Gisele and Mora (2005), schools and universities should walk hand in hand – novice educators should be supported by school/ university partnership that reinforces and provides rich opportunities for teaching observe that permits for psychological feature teaching and situation, as well as mentorship and peer support links between pre-service and in – service training. These square measure important to the support of starting teacher and ultimately to the success of attainment learners within the lecture rooms.
The link assists new academics in learning to balance the need of victimisation prescriptive programs whereas meeting the educational wants of kids in faculties. Based on the on top of views, the aim of this study is to research the connection that exists between the teaching observe performances of pre-service academics.
1.2 STATEMENT OF THE PROBLEM
It is observed that the inexperience teachers are not effective in the classroom activities. Also, it seemed that those that are on the job do not prepare before going to the classes. The attitudes of some teachers towards the profession seem not to be encouraged. Those in training are not prepare to take on the job because there are better jobs in term of prestige as recognized by the society. Therefore, the researchers are set to evaluation teaching practice performance among regular and sandwich students to see the level of seriousness attached to the job for which they are being trained. Finally several research has been carried out on the evaluation of teaching practice performance among regular and sandwich student in Nigeria. But not even a single research has been carried out on the challenges in teaching practice among sandwich science pre-service teachers.
1.3 AIMS AND OBJECTIVES OF STUDY
The main aim of the research work is to determine the challenges in teaching practice among sandwich science pre-service teachers. Other specific objectives of the studies include;
- to determine the factors affecting teaching practice among sandwich science pre-service teachers.
- to determine the effect of teaching practice on sandwich science pre-service teachers.
- to determine the extent to which teaching practice affect sandwich science pre-service teachers.
- to proffer possible solution to problems.
1.4 RESEARCH QUESTIONS
- What are the factors affecting teaching practice among sandwich science pre-service teachers?
- What is the effect of teaching practice on sandwich science pre-service teachers?
- What is the extent to which teaching practice affect sandwich science pre-service teachers?
- What are the possible solutions to the problems?
1.5 STATEMENT OF RESEARCH HYPOTHESIS
H0: There is no significant effect of teaching practice on sandwich science pre-service teachers.
H1: There is a significant effect of teaching practice on sandwich science pre-service teachers
1.6 SIGNIFICANCE OF STUDY
The study on the topic challenges in teaching practice among sandwich science pre-service teachers will be of immense benefits in the sense that it will enable pre-service teachers to acquire new skill, knowledge and other capabilities in them that would be of help in the teaching field proper.
Also it will enlighten the teachers there need for adequate training and retraining of practitioners in the education sector. This will also educate teachers that teaching involves systematic planning and programming of instruction and experience and the use of technological tools that will lead learners to acquire skills and competence. Finally the study will contribute to the body of existing literature and knowledge to this field of study and basis for further research.
1.7 SCOPE OF STUDY
The study on challenges in teaching practice is limited to sandwich pre-service teachers.
1.8 LIMITATION OF STUDY
Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
1.9 DEFINITION OF TERMS
Science Is a systematic enterprise that builds and organizes knowledge in the form of testable explanations and predictions about the universe.
Pre- Challenges A call to prove or justify something.
Teaching Is an instruction or delivering a particular skill or subject or something that someone tells you to do.
Practice The actual application or use of an idea, belief, or method, as opposed to theories relating to it.
Sandwich Courses are degree programmes offered by universities that include a sandwich placement or industrial placement
Service Relating to the period before a person takes a job that requires training.
