PROJECT TOPIC : ATTITUDE OF STUDENT TEACHERS TOWARDS TEACHING PRACTICE: A CASE STUDY OF COLLEGE OF EDUCATION, WARRI, DELTA STATE
CHAPTERS: Chapter 1 – 5
PRICE : #3, 000
FORMAT: Ms Word
This study, ATTITUDE OF STUDENT TEACHERS TOWARDS TEACHING PRACTICE: A CASE STUDY OF COLLEGE OF EDUCATION, WARRI, DELTA STATE contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.
Keywords: teaching practice, students towards teaching practice
Background to the Study
The aim of any teacher programme is to turn out good and dedicated professional teachers. This aim no doubt demands both knowledge that is academic competencies, skills and practical experiences oh how to put theory learnt in general education, general principles of teaching into practice in the classroom.
Teaching practice has been an aspect of teacher education right from the time immemorial. Andrew bells introduced in (1788) the memorial system whereby an experienced teacher used some selected pupils in the school to teach other school pupils, while the experienced teacher sees himself as an overall supervisor and inspector of work being done by the monitorial teacher in training.
The pupil teacher system which succeeded the system is another form of teaching practice whereby a pupil teacher were attached to an experienced teacher during the school hours to carry out his pedagogical work from partaking careful note of how the master teacher taught and managed classroom as well as the department and comportment of both teacher and pupils. Just like any other student apprentice teacher, the pupil teacher was occasionally given the opportunity and allowed to try his hand on handling the class for the experienced teacher to watch critically and make comments.
However the monitorial teacher system seem to be this traditional form of teaching practice exercise. It is now a fact quite undisputable that until recently teachers education was almost entirely practical.
Although it is still the most common element in the training programmes, its modes of operation has been largely restricted. When teacher training was given in a small off Campus College, the professional training in classroom and school management method of teaching was the province of the master or mistress method in the operation, it was essentially an apprenticeship system has undergone some considerable innovation and changes.
It is now the concern of universities, faculties of education, teachers education to use the aspect of psychology, sociology and philosophy of education, all embodied in a way which are directly relevant to the student in his or her preparation for teaching practice, consequently for his or her classroom management, all in the effort to make student teachers good, effective and efficient classroom teachers. Objectively the traditional system of teaching practice lack this theory aspects, because it did not provide the condition necessary for giving the student-teacher the most effective support.
In the modern concept of teaching-practice training experience which are according to Akande (1982) observational and experimental. In the former case, student teacher watch and observed the experienced teachers at work or their own colleagues trying out, perhaps for the first time some method they have discussed, while the latter experimental is towards providing experienced.
In experimental, the actual teaching practice exercise requires a more prolonged stay in the school, so that the student teacher can put into practice the general and principles they can gain experience in dealing with teaching as a continuous living relationship and also as professional trained teacher in making. This allows the student-teacher to see that real teaching is not just a mere series of lessons taught by a teacher, but a growth of understanding developed in the children, as lessons cannot be taught but learnt.
Sometimes some student teachers feel both ill-prepared for the situation that faces them in the classroom because they are not sure of themselves. Most of them are incompetent of the task of the classroom because of classroom failure for them to accomplish the task set for them. This eventually lead them to be exasperated because some of their fellow students are competent and compose enough to carry out their task pedagogically to the challenge of teaching practice. Why no student teacher can really expect to be fully prepared to meet the demand of the classroom in teaching practice programmes is because he or she may anticipate reasonably that the help got prior to his or her to do perfectly well, but that is not true because that is the essence of teaching practice. Teaching practice is primarily designed to evaluate the quantity and quality of professional training that has taken place in a student-teacher after exposing him to certain professional learning experience in the classroom.
The professional education of teachers cannot be validated without adequate preparation of prospective teacher for dynamic roles in modern teaching practice. Teaching programmes has never been more important in the past than what it is now, there has been much cry from all the nook and crannies of the federation for an adequate and thorough preparation of teachers, as they say “the taste of the pudding is in the eating” prospective teachers, lecturers, professors, educationists are thereby advised to avail themselves of the opportunity to guide student teachers as a means of testing their suitability for altering and changing the attitudes of students towards teaching practice.
Statement of the Problem
The difficulties associated with teaching practice exercise have prompted students to develop various attitude towards teaching practice programmes in training colleges.
For instance the time allocation for teaching practice is usually too short. An enthusiastic student teacher once lamented that he had hardly begin to enjoy teaching, acquiring skills and gaining confidence when his practice finished.
Another attitude of student teachers are known to prepare elaborate teaching aid which they would hardly prepare as a regular teacher. The supervision may also be inadequate if there are large number of students in training and a shortage of tutors, because it will make the supervisor not spend much time in assessing the student teacher effectively thereby making the student teacher to feel he or she is not competent and as a result can lead to withdrawal and nonchalant attitude towards the programme.
The attitude of people in teaching practice situation is different to that of normal situation or classroom situation and when a school is used continuously for demonstration purpose for teaching practice, pupil may develop a teaching practice syndrome which helps neither the student teacher nor the children. It will lengthen the time the student teacher needs to gain confidence skills in teaching and the ability to cope with everyday problem in the classroom situation.
It is apparent that there are many problems in applying theories taken from educational books in actual classroom situation. This also make student to develop poor attitude towards the teaching practice exercise while some student teacher feel ill-prepared for the situation that faces them in the classroom, because they are not sure of themselves due to poor self-concept or low self-esteem.
Most student teachers lack confidence and inability to handle the exercise of teaching practice programme based on stage fright, failure for them to accomplish the task set for them and also the luke-warm attitude of school heads and teachers are not encouraging. Sometimes students are not able to secure a school for their teaching practice programmes and if they do, it may be very far from their house or location, making them to spend extra money, which might be available or not available. Student develop poor attitude to teaching practice programme due to financial constraint to the location of the programme and as such resulting into ineffectiveness or unseriousness of student towards the programme. Some student teachers are not supervised on time or may not be supervised at all, these most time makes student teachers to feel left out and as such see the teaching practice programmes as ineffective.
In spite of the positive impact of teaching practice on the student teacher, most student teacher still exhibit nonchalant attitude towards the teaching practice programme.
What then is the attitude of student towards teaching practice in college of education in Warri?
The following research questions were raised to direct the study
- What is the attitude of male students towards teaching practice?
- What is the attitude of female students towards teaching practice?
- What is the attitude of Pre-N.C.E students towards teaching practice?
- What is the attitude of Direct-Entry (D.E) students towards teaching practice?
- What is the attitude of Part-Time students towards teaching practice?
- What is the attitude of Regular students towards teaching practice?
The following hypothesis were formulated to guide the study:
- Attitude towards teaching practice does not differ significantly among male and female students
- Attitude towards teaching practice does not differ significantly among pre-N.C.E and Direct Entry students
- Attitude towards teaching practice does not differ significantly among Part-Time and Regular students.
Purpose of the Study
The main purpose of the study is to investigate the attitude of student-teachers towards teaching practice in College of Education, Warri. Specifically, the study will consider the following:
- The concept of attitude
- Teaching profession
- Qualities of a good teacher
- Ethics of teaching profession
- The concept of teaching practice
- Attitude of students towards teaching practice
Significance of the Study
This research will be relevant to the school teachers, school administrators, student teachers, counsellors and other researchers. It will help the school teachers to identify the various short-coming or factors on the negative part of the nonchalant attitude of the student teacher, this research work would help to give the bases to the school teacher on how to help guide and support the student teachers since the negative attitudes have been discussed.
To the school administrator, this research would assist or create the avenue on how to design the rules and regulations that would support and encourage the student teachers throughout their stay in the school.
This research would help to guide, assist and support the student teacher themselves, bringing them to state of consciousness of what they are bound to face during this period of teaching practice, it would create and awareness of what the process is expected of them, and also revealing to them some of the negative and positive challenges that are bound to face them and thereby creating more emphasis on the positive challenges that would be of benefit to the student teachers.
To the guidance counsellor, this study will reveal more to him/her on how to outline the factors that are majorly responsible for not making the student teachers to perform very well during their teaching practice exercise, it would also create a vast knowledge to the counsellor and exposing him or her to the various techniques or system that would help place the student teacher. That is having problems on the right track.
To other researcher who would carry out a research work on a similar topics, this research work will act as a guide, thereby enabling them to discover and interpret knowledge necessary for their research work.
Scope and Delimitation of Study
This study on attitude of student teachers towards teaching practice, would be conducted in College of Education, Warri, Delta State. Only the N.C.E II Students will be considered in the study.