AN INSIGHT INTO THE PROBLEMS STUDENTS ENCOUNTER DURING TEACHING PRACTICE: A CASE STUDY OF STUDENTS OF COLLEGE OF EDUCATION EKIADOLOR-BENIN

BACKGROUND TO STUDY: This research investigation is on the problems students encounter during teaching practice, a case study of students of college of education Ekiadolor-Benin. Before I begin, I will define the term “teaching practice” teaching practice is defined as an educational programme aimed at providing students teachers an opportunity to put into practice their theoretical knowledge in real school life situation. It provides the students teachers the ground to acquire practical skills in the field. In most case this above aim is not achieved. This is why this project investigation because very necessary.

Education is yet the greatest power man has developed either for his continued progress or eventual destruction. Education is the only potential instrument for social reconstruction and other education is the founder of quality in the schools.

Education is the only cornerstone for any nation and for some time a big industry in Nigeria. Teachers therefore have a role to play in the development of a nation especially in building up leaders and intellectuals of tomorrow who will sustain the nation’s development. Although Nigeria has succeeded in several ways to prepare teachers with various teaching qualifications along with opportunities for further training, this has not been reflected in the academic performance of students in primary and secondary school.

     Teaching is a profession just like law and medicine and it also happens to be one of the oldest professions in Nigeria, Unfortunately, it is the least developed in terms of standard of training and practice. This continues to be a source of concern to professionals and even to the governments. Moore (1989)

     According to the advanced learners’ dictionary (2014) a profession means occupation and special training like law, medicine and so on. Profession can also mean a calling or vocation where a performance requires the performer on an elaborate exposure to an esoteric theoretical knowledge acquired after many years of endeavors and moral study. A profession can be likened to a social club which is govern by a code of ethics, the most outstanding of which are expertise authority, responsibility, commitment, dedication, autonomy   and emotional maturity. With the National Policy on Education (2004) the minimum teaching qualification in Nigerian institution of learning is National Certificate in Education (N.C.E)

     The training of teachers now becomes largely the responsibility of faculty of education in College Of Education Ekiadolor-Benin. Students go on six weeks teaching practice and come back with varied experiences. In other words, students experience problems in their teaching practice life. Hence the need to identify these problems and suggest possible solutions to them. Teaching practice occupies a key position in teacher education program. It is an integral part of the teacher education program which is geared towards preparation of new entrants into the teaching profession.

     According to Afolabi (1999), teaching practice exercise enables the student teachers to get acquainted with the practical knowledge of teaching and learning process including lesson plan preparation, presentation, class management, communication skills, evaluation and the required personality of professional teachers. Nwanekezi (2011) remarked that teaching practice is the name of the preparation of student-teacher for teaching by practical training.

     From the foregoing, it can be inferred that teaching practice is a school-based internship program with the main aim of introducing prospective teachers to teaching and its routine under the guidance of qualified professionals to develop skills, attitudes and competence in the profession. The exercise provides trainee the opportunity to utilize the various teaching methods in actual classroom conditions under constant supervision of competent and experienced teachers.

     Studies have also revealed some problems that bedeviled teaching practice exercise. For example; Ognor and Badmus (2006) lamented that teachers of partnership schools did not provide specific aid to student teachers to improve their teaching skills and strategies. Nakpodia (2011) remarked that the periods of six weeks is too short as it does not provide the student-teachers ample opportunity to effectively gain experience which the exercise is intended to encourage. The author remarked that some supervisors do not even have time to sit down and discuss their observations and comments with the student-teacher. The short discussion between the supervisor and the student-teacher just after the lesson which should afford the student-teacher the opportunity to appreciate his strength and weaknesses are often ignored because the supervisor is often in a haste to move on the next school.

STATEMENT OF PROBLEM

          This is where we look into the reason why this case study is very necessary. In most cases the aim of the teaching practice programme is not achieved. This is due to some problems emanating from either the students, the environment of the unforeseen circumstances.

Student teachers face some problems during teaching practice (finance, material) for the goal of teaching to be achieved in Nigeria. It will be necessary for the ministry of Education at all levels of government or Faculties of Education to find solutions to the problem being faced by the student teachers during the teaching practice exercise. Such problems include lack of instructional materials, incentives, accommodation and office facilities for the student teachers heavy work load given to the student teachers, lack of cooperation from their practicing schools attitude of the pupils towards the student teachers and difficulty on the part of student teacher to manage his class effectively etc. the extent to which these problems are being addressed and recommendation made constitute the problem of study.