The significance of Teaching Practice in a teacher education program cannot be overstated. It is a time when the student-ability teacher’s in classroom teaching and learning is put to the test. It is also known as a critical period because it is during this time that student teachers put all of the theoretical concepts they have learned throughout their program into practice.
When it comes to translating theory into practice, student teachers face numerous challenges that must be overcome in order for effective teaching and learning to take place.
Many educationists believed that teaching practice was the most important component of a teacher education program – Every year, thousands of students from Nigerian colleges of education and universities are sent into schools to practice the act of teaching.
After many years of studying in a variety of institutions, they find themselves as absolute beginners in the profession they have chosen and in which many of them have spent a significant part of their lives.
Many educators, including Cohen and Gainer (1979), Afe (1990), and Khinzla (1990), believe that Teaching Practice is the most important aspect of the teaching profession. Few would argue that the students’ practice in school should be a focal point of all other training he receives.
This is his first opportunity to put some of the psychology, method, and principles he has learned theoretically in lecture method into practice.
Recently, there has been a lot of concern about Teaching Practice on how to provide practical experience for teacher trainees in teacher education and helping teacher trainees to acquire, practice, or refine their teaching skills, its effectiveness and purpose, and how far this has been achieved, which has been expressed in various ways by some educationists, students, and the media.
As a result, the research work attempts to bring some of these issues and solutions to light.
1.2 THE PROBLEM STATEMENT
Teaching Practice is a period in which future teachers are exposed to the realities of their professional field and what it requires of them. When it comes to teaching, there is a significant difference between theory and practice. Year after year, student teachers are confronted with a plethora of problems that they can or cannot handle depending on the circumstances surrounding the problems. This study evaluates some of the problems and solutions confronting teaching practice, as well as what solutions have been advanced toward resolving this problem.
1.3 QUESTION FOR RESEARCH
Is there a significant difference in the assessment of problems associated with teaching practice between pre-service teachers at the College of Education and those at the University of Benin?
Would there be a significant difference in pre-service teachers’ evaluations of solutions to problems confronting students’ Teaching Practices between the College of Education and the University of Benin?
1.4 THE HYPOTHESES
In order to guide this research, the following hypotheses have been proposed:
There are no significant differences in the perceptions of problems associated with teaching practice between pre-service teachers at the College of Education and those at the University of Benin.
There is no significant difference in their assessment of the solution to the problems confronting Teaching Practice between pre-service teachers in college of education and those at the University of Benin.
1.5 THE STUDY’S PURPOSE
The goal of this study is to evaluate some of the problems that student teachers encountered during Teaching Practices and to identify potential solutions to the problems in order to make the goal of teaching practice a reality.
The study also aims to make student teachers aware of what the profession requires and what it takes to be a good teacher and function properly in the same capacity in a school setting.
It is also geared toward reaching a conclusion as to whether the assumptions held by various people regarding the problems faced by student teachers and possible solutions are genuine or not.
The research is carried out to learn about the problems that student teachers face during their teaching practice and how they can be solved.
First, the student teacher will be made aware of the significance of this program and the potential difficulties he may face during this time. As a result of this knowledge, he will be able to deal with these problems more effectively. It will allow the teaching practice organizer or co-ordinator to ensure that their students receive proper training, particularly in their various subject areas, before sending them out for practice.
This research will undoubtedly benefit the supervising lecturer. They will be made aware of these student teachers’ concerns and, as a result, will be sympathetic in their assessment method.
The ministries of education will also be aware of the student teachers’ attitudes toward teaching practice and the problems they face, in order to know how to assist them in dealing with these issues.
This will also aid in the achievement of the aims and objectives of teaching practice in teaching education.
Finally, the findings of this study will add to the body of knowledge in the field of student teacher problems and possible solutions.
1.7 STUDY SCOPE AND DELIVERY LIMITATIONS
The scope of this study is restricted to the problems encountered by student teachers during teaching practice and potential solutions to these problems. This study’s sample consisted of students with teaching practice experience from the College of Education and the Faculty of Education at the University of Benin.
1.8 LIMITATION OF OP STUDY
Due to time and financial constraints, it would have been possible to expand the study to include as many institutions as possible.
Furthermore, the researcher was confronted with the issue of material scarcity because few recent works on the research topic were available:
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