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IMPACT OF
TEACHING PRACTICE ON THE PRODUCTIVITY OF QUALITY TEACHERS
ABSTRACT
Teaching
profession is one of many professions that specifically deals with the growth
and development of the human mind. The type of information fed into the human
mind and the methodology in which the information is communicated has enough
impact on the development of the human mind. This peculiar kind of
human-related job carried out by teachers requires competency and competency
can only be achieved through consistent training and continuous practice. This
is the case of teaching practice. This study was undertaken to appraise the
impact of teaching practices on the productivity of quality teachers. The
specific objectives were to find out the perception of the students regarding
teaching practice and the impact of teaching practice exercise. The study
selected the student’s tertiary institution and employed the descriptive survey
method of data analysis. The study found out that teaching practice enhances
the competency of the student-teacher which further equips the teacher to be
for an effective teaching practice.
TABLE OF
CONTENT
Title page
Approval
page
Dedication
Acknowledgment
Abstract
Table of
content
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope and limitation of the study
1.7 Definition of terms
1.8 Organization of the study
CHAPTER TWO
2.0 LITERATURE REVIEW
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.1 Research
Design
3.2 Source
of Data
3.3
Population of the Study
3.4 Sample
Size
3.5 Methods
of Data Collection
3.6 Method
of Data Analysis
CHAPTER FOUR
DATA
PRESENTATION AND ANALYSIS AND INTERPRETATION
4.1
Introductions
4.2 Data
analysis
CHAPTER FIVE
5.1
Introduction
5.2 Summary
5.3
Conclusion
5.4
Recommendation
Bibliography
Appendix
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
The need for
competent and well trained teachers, astute in both content knowledge and
general pedagogical practices in their subject areas, is a very pertinent one
if any nation is to succeed in developing the required human capital base to
foster national development. This is because teachers are the main implementers
of educational policies, organized into school programmes in the form of
curriculum and syllabi. According to Eisner (as cited in Acquah, 2012, p. 29),
the role of the teacher in curriculum implementation cannot be over emphasized.
It is "the teacher" who "will have a general guide of topics in
a subject field, a sequence among topics, a general set of aims, textbooks, and
other instructional resources", to effectively organize and plan the
curriculum to suit that level and background of the learner in the classroom.
It is thus very important to ensure that the quality of teachers training
institutions churn out year after year possess the professional competencies
necessary for them to play their roles as teachers effectively. Teacher
training is thus considered a major priority in Nigeria, with public
universities, fully charged with the responsibility of meeting the nation's
need for qualified teachers from the primary school level, through the junior
and senior high school levels, and even to the tertiary level. In addition to
these public universities, there are over 38 colleges of education mandated to
train teachers mostly for the primary and junior high schools. Because this
study focuses on the training of senior high school Some subject teachers,
emphasis is laid on teacher training at the University of Cape Coast as a case.
The focus of the study was on the training of Some subject teachers for the
senior high schools in Nigeria, because Some subject are considered a very
important discipline that provides citizenship education for improved
participation of the individual in matters bothering mostly on both the social
and economic development of nations. The rationale for the study of Some
subject at the senior high school level in Nigeria, as stated in the Teaching
Syllabus for Some subject (2008), suggests that people as well as countries
have the need for more and better quality goods and services such as better
food, clothing, housing, schooling, hospital care and entertainment (Ministry
of Education Science and Sport, 2008). These goods and services can only be
obtained by the use of resources such as Land, Labour, Capital and
Entrepreneurship which are scarce relative to the demand for them, and which,
therefore, need to be managed. Some subject, indeed, is the study of the
management of relatively scarce resources for satisfying the needs of
individuals, organizations and countries. As a practical subject, Some subject
helps to provide an effective framework for individuals, firms and governments
to identify their basic economic problems, and make necessary decisions and
policies for raising the living standards of people and societies. For such a
positive vision to be realized there is the need for the training of adequate
and quality Some subject teachers. Hence the Bachelor of Education programme in
the University of Cape Coast provides the opportunity for students who wish to
teach Some subject in the senior high school to major in the subject, and they
are subsequently trained to become Some subject teachers. A mandatory
requirement for the preparation of Some subject teachers in the University of
Cape Coast is active participation in a teaching field experience. This is an
off-campus teaching exercise where students are required to practice the
theories they have acquired in the classroom under the supervision of their
lecturers and teachers on the field to further develop their teaching
proficiencies. A casual observation and informal discussion with a crosssection
of students seem to suggest that some appear not to fully appreciate the
essence of the off-campus teaching practice. They appear to regard the exercise
as just a requirement for graduation. Is this assertion true? If it is, then
such trainee teachers are likely not to take the exercise seriously because it
has been established that an individual's perceived benefit of a phenomenon is
believed to influence the person's general attitude towards that particular
phenomenon. For instance, studies have revealed that people's perceived benefit
of gene technology influences their acceptance of such technology (Sparks,
Shepherd & Frewer, 1994; Frewer, Howard, & Shepherd, 1995). In a
similar vein, one cannot discount the possibility that trainee some subject
teachers' perception of the importance of field experience might influence
their general attitude towards the exercise. A positive perception of the
importance of field experience to trainee teachers is likely to influence the
level of importance they would attach to the exercise and this might affect the
general effectiveness of the exercise.
1.2 Study
Problem
Teaching
practice is an important component of becoming a teacher. It grants student teachers
experience in the actual teaching and learning environment (Ngidi & Sibaya,
2003:18; Marais & Meier, 2004:220; Perry, 2004:2). During teaching
practice, a student teacher is given the opportunity to try the art of teaching
before actually getting into the real world of the teaching profession
(Kasanda, 1995). Student teachers also know the value of teaching practice and
as remarked by Menter (1989:461), they perceive it as ‘the crux of their
preparation for the teaching profession’ since it provides for the ‘real
interface’ between studenthood and membership of the profession. As a result,
teaching practice creates a mixture of anticipation, anxiety, excitement and
apprehension in the student teachers as they commence their teaching practice
(Manion, Keith, Morrison & Cohen, 2003; Perry, 2004:4). Marais & Meier
(2004:221) assert that the term teaching practice represents the range of
experiences to which student teachers are exposed when they work in classrooms
and schools. Marais and Meier (2004:221) further argue that teaching practice
is a challenging but important part of teacher training, especially in
developing countries such as Nigeria, where the effectiveness of the teaching
practice can be diminished or eroded by a range of challenges, such as geographical
distance, low and uneven levels of teacher expertise, a wide-ranging lack of
resources as well as a lack of discipline among a wide cross-section of
learners and educators. The essence of this study is to appraise the impact of
teaching practices on the productivity of quality teachers.
1.3 Purpose
of the Study
This study
has the sole objective to appraise the impacts of teaching practices on the
productivity of quality teachers. Specifically, the objectives are streamlined
as follows:
To determine
the perception of students towards teaching practice.
To determine
the objectives of teaching practice.
To appraise
the impact of teaching practice on the students
1.4
Significance of the Study
The study
proves to be relevant to the students as it highlights the importance of this
exercise so as to stimulate their interest and prepare them for the challenges
in the teaching profession. To the teachers, it will x-ray the challenges
students encounter in teaching practice exercise in order for them to develop
effective strategies to meeting the challenge. To the policy makers, it will
provide data to enhance their decision making for a productivity teaching
profession.
1.5 Study
Hypotheses
The study
developed and formulated for testing, the following hypotheses:
H0: The
Student-teachers have a negative perception of teaching practice in tertiary
institutions.
H1: The
Student-teachers have a positive perception of teaching practice in tertiary
institutions.
H0: There is
no significant relationship between teaching practice and the productivity of
quality teachers.
H1: There is
a significant relationship between teaching practice and the productivity of
quality teachers.
1.6 Scope
and Limitation of the Study
This study
will take into consideration several views and opinions of both students and
authors of related and relevant literatures regarding the issue of teaching
practice. The study is limited by the number of sample size and the population.
This is because the study concentrated on collecting primary data from the
student’s environment. Hence, the study is opened for further researches and
increase in sample size.
1.7
Definition of Terms
The
following terms are the major keywords used in this study:
Impact: The
action of one object coming forcibly into contact with another.
Practices:
the actual application or use of an idea, belief, or method, as opposed to
theories relating to it.
Productivity:
the effectiveness of productive effort, especially in industry, as measured in
terms of the rate of output per unit of input.
Quality: the
standard of something as measured against other things of a similar kind; the
degree of excellence of something.
1.8
Organization of the Study
This study
is organized in five chapters. The first chapter lays the background to the
study as well as stating the problem of study and the hypotheses for testing.
The second chapter is structured to give the study a literature review. This
review is divide into the theoretical framework, Empirical framework and the
conceptual framework. Chapter three deals with research methodology including
the research design, sampling method, Data collection and the research
instruments employed. Chapter four seek to analyze the result, it is also made
up of detailed analysis of data collected and presentation of information with
the aid of quantitative and statistical models. The fifth chapter covers the
summary, conclusion and recommendation.
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