Analysis of the experiences of teaching practice schools and student-teachers of the college of education, Ikere-Ekiti
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Date
2016
Authors
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Journal ISSN
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Publisher
Obafemi Awolowo University
Abstract
This study examined the experiences of teaching practice schools and analysed student-teachers’ experiences in their interaction with their supervisors and cooperating teachers during teaching practice. It also identified the instructional and administrative challenges faced by student-teachers from the College of Education Ikere-Ekiti and assessed the experiences of the College supervisors in their interaction with student-teachers during the exercise. These were with a view to providing information on nature of teaching practice experiences among students, supervisors and cooperating schools in College of Education, Ikere-Ekiti.
The study adopted the survey research design.The population for this study consisted of Part III students of the College of Education, Ikere-Ekiti who were observing their teaching practice, their lecturers, the principals and teachers of all the secondary schools in Ado-Ekiti. According to the statistics provided by the College authorities, 1,591 year three students were into the teaching practice exercise in 2015/2016 academic session. Twelve secondary schools having student-teachers in Ado Local Government Area of Ekiti-State were purposively selected based on the large population of the student-teachers posted to the LGA. Twelve secondary school principals (one per school), 36 cooperating teachers (three per school), 50 lecturers (10 from each school of study at the College) and one hundred and eighty Part III students (15 student-teachers per teaching practice school) were selected from the population by simple random sampling technique.Four instruments were used, namely: Student-Teachers’ Questionnaire (STQ), Cooperating Teachers’ Questionnaire (CTQ), Secondary School Principals’ Questionnaire (SSPQ) and College Supervisors’ Questionnaire (CSQ).The data were analysed using descriptive statistics of simple frequency counts and percentages.
The results showed that 58.33% of the principals of the cooperating schools indicated that they did not have sufficient teaching aids, they also asserted that74.99% of the student-teachers played truancy, 49.99% of student-teachers exhibited lackadaisical attitude while the cooperating teachers asserted that 61.11% of student-teachers were deficient in time and classroom management. The results also revealed 57.48% of student-teachers were not observed by their supervisors from the beginning till the end, 53.29% of the student-teachers were not excited whenever their supervisors were around while 85.02% of the student-teachers said that their lesson notes were checked by their supervisors and 70.05% asserted that their supervisors also checked their notes. The resultson the instructional and administrative challenges of the student-teachers indicated that 53.89% of them never had teaching aids made available in their schools, 56.88% of their students refused to do their class and homework, 61.07% of the student-teachers complained of non-conducive classroom atmosphere for teaching while 62.27% of them complained of some traits of indiscipline in their students. Finally, the result revealed that 84% of student-teachers had a quest for high marks, 74% of them displayed inappropriate use of reinforcement, 99.99% of them complied with the subject benchmark and 80% of the student-teachers, had good disposition to their work as asserted by their supervisors.
The study concluded that teaching practice experiences of the major stakeholders in the College of Education Ikere-Ekiti were both challenging and beneficial.
Description
xiv,85p
Keywords
Teaching practice, Instructional and administrative challenges, Teaching practice instructional, Experiences of teaching practice schools and student-teachers, Student teachers
Citation
Olusola, M.A. (2016). Analysis of the experiences of teaching practice schools and student-teachers of the college of education, Ikere-Ekiti