ABSTRACT
This study examined the perception of pre-service teachers on quality of teaching practice organized by their institution in selected tertiary institutions in Nigeria.
The study adopted descriptive survey research method. The sample comprised of Three hundred (300) pre-service teachers offering science courses in their third and fourth year teacher training programme. The selection was done through the use of random sampling techniques. A self-designed questionnaire was used to collect data from respondents in the study. A test- retest method was used to determine the reliability of the instrument and reliability co-efficient of 0.70 was obtained on the instrument. The data collected were analyzed through the use of simple percentage, frequency and graphical representation of data.
The finding of the study showed that Pre-service teachers have positive perception of the quality of teaching practice been organized by their institutions. Pre-service teachers have negative perception of the relevance of teaching practice been organized by their institutions. Pre-service teachers have negative attitude towards Teaching practice exercise organized by their institution. There is no significant difference in the attitude of pre-service teachers (OOU and Tasued) on the teaching practice organized by their institution.
It was concluded that teaching practice is an essential programme that should not be made to have an insignificant existence because of the role it plays as the foundation for all forms of success in teaching-learning process.
And finally it was recommended that more efforts should be put in place by school authorities to make available the opportunity to re-orientate pre-service teachers on the benefits attached to teaching practice both as criteria to complete their programme and its need in the classroom which makes them eventually become a full fledge teacher.
TABLE OF CONTENT
Front page…………………………………………………. i
Title Page .................................................................................... ii
Certification.................................................................................. iii
Dedication.................................................................................... iv
Acknowledgement...................................................................... v
Abstract......................................................................................... vii
Table of Content.......................................................................... viii
CHAPTER ONE: INTRODUCTION
Background to the Study................................................... 1
Statement of the Problem................................................... 11
Research Questions........................................................... 11
Purpose of the Study........................................................ 12
Significance of the Study................................................... 13
Scope of the Study............................................................ 13
Operational Definition of terms........................................ 14
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.0 Introduction……………………………………… . 15
2.1 Theoretical Framework................................................. 15
2.2 Empirical Studies conducted on teaching practice exercise….... 18
2.3 Perception of Pre-Service Teachers towards Quality Teaching Practice Supervision..... ……………………………………………………… 22
2.4 Global History of Teaching Practice Exercise........................ 24
2.5 The Concept of Teaching Practice Exercise.................... 26
2.6 The Purpose and Importance of Teaching Practice in Teacher Education……………................................ 29
2.7 Teaching Practice Application Process............................ 32
2.8 Literature Appraisal……………………….……………….. 33
CHAPTER THREE: METHODOLOGY
3.0 Introduction.................................................................... 34
3.1 Research Design............................................................... 34
3.2 Population of the Study.................................................... 35
3.3 Sample and Sampling Techniques..................................... 35
3.4 Research Instrument........................................................ 35
3.5 Validity of Instrument……………………..…..….… 36
3.6 Reliability of Instrument ................................................... 37
3.7 Procedure for Data Collection........................................... 37
3.8 Data Analysis Technique ................................................. 38
CHAPTER FOUR: RESULT
4.0 Introduction……………………………….……………… 39
4.1 Descriptive statistics of respondents……………..………….. 40
4.11 Frequency Distribution of Respondents by Institution……. 40
4.12 Frequency Distribution of Respondents by level………….. 40
4.13 Frequency Distribution of Respondents by gender…………. 40
4.2 Research question one................................................................ 41
4.21 Research question two........................................................….. 43
4.22 Research question three……………………….………….. 44
4.23 Research question four…………………………………… 46
4.3 Summary of findings………………………..………….…. 47
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.0 Introduction………………………………….………… 48
5.1 Discussion of findings............................................ ......... 48
5.2 Conclusion....................................................................... 51
5.3 Recommendations............................................................ 52
References................................................................................... 53 Appendix....................................................................................... 56
