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EDUCATION EDUCATION UNDERGRADUATE PROJECT TOPICS

THE RELATIONSHIP BETWEEN TEACHING PRACTICE AND STUDENT PREPARATION FOR TEACHER EDUCATION

THE H BETWEEN TEACHING PRACTICE AND T PARATION FOR TEACHER EDUCATION

 

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

According to Dewey, education aids in the formation of a fundamental attitude of imagination, desires, and thinking, which is intrinsically linked to culture in terms of its inclusiveness. In other words, education can be viewed as a tool for societal transformation, and every nation has a strong belief in education’s efficacy as a potent tool for national development.

Consequently, education entails teaching and learning; however, in order for teaching and learning to occur, there must be teachers and ents to be taught. Thus, effective instruction can be provided by a trained individual known as the teacher.

In today’s society, teaching is handled properly by educationally and morally trained individuals (teachers). These teachers perform their duties effectively, ensuring that they are at school before the ents or pupils arrive and establishing the role of welcoming them into the room, seating them, and initiating the day’s work.

During instruction, the teacher makes every effort to pique the ents’ interest in the subject matter, which undoubtedly increases the ents’ desire or motivation to work harder. Planning the lesson also helps the teacher organize himself properly, explain the topic, and simplify things for ents’ better comprehension.

The manner in which a teacher addresses a reveals an attitude and conveys a message not only through the words spoken, but also through the manner in which they are spoken. Before addressing the , he ensures that all ents have stopped playing and are paying close attention.

By fostering mutual trust and esteem, the teacher cultivates positive relationships with his/her ents. The teacher accomplishes this by being aware of each ent as an individual and sensitive to the mood of the entire . The awareness of individual differences begins with the necessary task of learning names and correctly associating them with faces.

Possessing knowledge of various teaching methods and knowing which one to employ and when enables him to instruct his ents effectively. It is the responsibility of the teacher to create a room environment that fosters the educational development of his ents and reflects his personality, care, and appreciation for their endeavor. This is achieved by keeping the room clean and organized.

With these factors in mind, the researcher was compelled to ask, “Why are teachers so adept at their ? Were they born to be teachers?” Later, the researcher discovered that for a person to become a teacher, he must be trained to acquire these skills and must complete three months of teaching practice during their training. Therefore, the researcher is conducting this y to determine the effect of ent teaching on their preparation for teacher education.

STATEMENT OF THE PROBLEMS

Teaching practice is an essential component of teacher education preparation. This research aims to determine the role of teaching practice in preparing ents for teacher education, how teaching practice enhances ents’ knowledge of teaching, whether teaching practice exposes ents to maintaining effective room management, and whether teaching practice exposes ents to how theory and practice are combined.

OBJECTIVE OF THE STUDY

The objective of this y was to determine the impact of ent teaching on their preparation for teacher education. A case y of Ekiadolor College of on, Benin. To be able to identify these roles and assess the extent to which they have enhanced the ent’s preparation for the teaching profession.

RESEARCH QUESTIONS

The consist of the following:

Does teaching practice expose ents to the integration of theory and practice?

Does teaching experience expose ents who are preparing for teacher education?

Does teaching practice reveal the personality of the instructor?

Does teaching practice enhance the ents’ understanding of teaching as a profession?

THE IMPORTA OF THE STUDY

This y examined the impact of teaching practice on teacher education ent preparation. A case y of Ekiadolor College of on. We are confident that teaching practice will help us develop our teaching abilities.

This research will be useful for curriculum planners and designers, the government, teachers, parents, and ents preparing for s as teachers. The outcome of the y may highlight the need for the government and school administration to encourage the participation of incoming ents preparing for teacher education in the exercise.

This y’s findings may also aid educational administrators in monitoring institutions of teacher education in order to improve the activities for teachers.

SCOPE OF THE RESEARCH

This research will be limited to the Ekiadolor College of on because all ents are required to participate in a teaching practice exercise prior to graduation.

DEFINITION OF TERMS

This is the act of imparting knowledge to a ent.

Practice is the act of applying what one has learned.

Teaching practice is an opportunity for ent teachers to apply their knowledge and theories in child and adolescent psychology, learning theories, guidance and counseling, room management, educational administration, planning and supervision, curriculum development, test measurement and evaluation, instructional technology, and micro teaching, among others.

Socio-norm: societally accepted standards of behavior.

The process of instructing practice is exercise.

Individuals who have not yet gained admission to a higher education institution.

Declare; make known

Institution: A place of instruction and y.

 

 

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THE H BETWEEN TEACHING PRACTICE AND T PARATION FOR TEACHER EDUCATION

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