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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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