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TEACHING PRACTICE EXPERIENCES OF PHYSICS TEACHERS: TEACHERS CHALLENGES AND POSSIBLE PANACEA TO THE DEVELOPMENT OF SCIENCE TEACHING
ABSTRACT
This work discusses teaching practice experiences of physics teachers: challenges and possible panacea to the development of science teaching. This project work investigated the various challenges faced by student teachers vis-a-viz supervisors during teaching practice exercise and proffer possible solutions. The study adopted the descriptive research of the survey type. The population consisted of some of the lecturers and students of the Faculty of Education in three institutions namely, University of Lagos, Akoka Lagos, University of Ibadan, Ibadan and Centre for Degree Programme, Federal College of Education, Abeokuta in affiliation with University of Ibadan. The sample was however made up of 30 lecturers and 150 students across the three institutions. A self designed instrument tagged questionnaire on challenges faced during teaching practice exercise, experience of student-teachers vis-a-viz supervisors was used to collect data for the study. The data for the study were analysed using both descriptive and inferential statistics.
The descriptive statistics used include frequency counts and percentage scores while the inferential statistics employed was t-test statistics. The finding showed, among other things, that the student teachers face accommodation problem most especially when they are posted outside the university town. Student teachers also feel nervous and unstable when they are being supervised by their supervisors. The result further shows that supervision allowances are not adequately and promptly paid. The study revealed that there is a significant difference in the perception of supervisors and students on the challenges facing students teacher during teaching practice exercise. Based on the findings of the study, it was recommended that the student teachers should be exposed to microteaching before the commencement of teaching practice exercise. Teaching practice schools should give the student teachers financial support which will serve as motivator for them. It was also recommended that the university authority should pay the supervision allowances to supervisors as at when due to make teaching practice supervision more effective.
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
The future of every nation is shaped in its classrooms and it is the teacher who molds that future. It is assumed that of all the professions that are aspired, only teaching is charged with the formidable task of creating the human skills and capacities that will enable societies to survive and succeed in the age of information. Teachers have great duty for shaping the minds and hearts of future students. Few concepts on educational issues have received much attention than issues pertaining to preparation of teachers in educational literatures (Albasheer, Khasawneh, Nabah&Hailat, 2008). Preparation of teachers for both the first and second cycle schools is of much concern especially in a age where higher education institutions worldwide have been under pressure to deliver high quality instruction to their students (Naba’h&Jaber,2009).Teaching practice in schools has been considered the most important programme part of the teacher education and for that matter this field experience needs to be supported by stake holders (Ekiz, 2006). These stake holders include the university supervisor, school principal and co-operating teachers who at point play crucial roles of preparing the student-teacher to perform the duties and responsibilities of the formal teacher (Albasheer et al, 2008).
1.2 Statement of the problem
In Nigeria, teacher education also appears not to be bad at all. The preparing of the student-teacher is under the guidance of principal or school head who facilitate and monitor the growth of the student-teacher. However, just as these supervisors perform their duties during teaching practice, they come under some criticism. These criticisms include the lack of inconsistency in the method use for supervision and the short duration for supervision which to student-teachers, diminished the quality of the teaching practice supervision (Rosemary,Richard&Ngara,2013). These short comings found in the supervision affected the overall quality of the teaching practice supervision. Hence, it was against this background on teaching practice supervision that this research sought to examine the perceptions of Physics student-teachers on teaching practice supervision.
1.3 Objectives of the study
1. To understand the perceptions of Physics student-teachers on teaching practice supervision?
2. To understand the impacts of teaching practice supervision on Physics student-teachers?
3. To understand the challenges faced by Physics student-teachers during teaching practice supervision?
1.4 Research questions
The following questions guided the study:
1. What are the perceptions of Physics student-teachers on teaching practice supervision?
2. What are the impacts of teaching practice supervision on Physics student-teachers?
3. What are the challenges faced by Physics student-teachers during teaching practice supervision?
1.5 Significance of the study
At the end of the study, the information that will be gathered will bring out the perception of Physics student-teachers on teaching practice supervision. Again, the study will provide knowledge that will help supervisors in the teaching practice Alvan ikoku federal college in the improvement of supervision practices and policies during teaching practice. The study will also add to existing related literature on teaching practice supervision.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
References
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