TEACHING PRACTICE EXPERIENCES OF HISTORY STUDENT TEACHERS: CHALLENGES AND POSSIBLE SOLUTIONS

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TEACHING PRACTICE EXPERIENCES OF HISTORY STUDENT TEACHERS: CHALLENGES AND POSSIBLE SOLUTIONS

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 History student-teachers on teaching practice supervision.

Objectives of the study
To understand the perceptions of History student-teachers on teaching practice supervision?
To understand the impacts of teaching practice supervision on History student-teachers?
To understand the challenges faced by History student-teachers during teaching practice supervision?

Research questions

The following questions guided the study:

1. What are the perceptions of History student-teachers on teaching practice supervision?

2. What are the impacts of teaching practice supervision on History student-teachers?

3. What are the challenges faced by History student-teachers during teaching practice supervision?

Significance of the study

At the end of the study, the information that will be gathered will bring out the perception of History 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.

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