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CHAPTER ONE

INTRODUCTION

1.1 Background to Study

Teaching practice is a timeframe during which a student teacher is assigned to a particular institution; a primary or secondary school, for supervised teaching as part of the graduation requirements and to get effective teaching experience. Okorie described teaching practice in Agusiobo and Udegbe (2010) as a period during which student teachers learn about the teacher’s real work in the classroom as well as outside-of-class experience.

Ndagi (2014) defines teaching practice as the teaching in which people preparing for teaching or any other type of education job participate for a predetermined length of time following graduation under the supervision of a supervisor or supervisor leading, directing, and assessing trainee teachers. In certain situations, student-teachers are required to grasp the subject matter prior to entering the classroom and beginning to teach. It is a critical scheme that has existed since the introduction of education courses in teacher training certificates (T. T. C.) and Nigeria Certificate in Education (N. C. E.). These programs make teaching practice mandatory, and no candidate is awarded a certificate in education without completing teaching practice in medical doctor-supervised training. Teaching practices are the most critical component of teacher professional development around the world. The value of classroom practice in teacher education cannot be overstated. This is a critical stage in the process of turning theory into practice. The student-teachers have encountered several obstacles that they have overcome in order for good teaching and learning to occur. Thus, this research will aim to explore and analyze the challenges encountered by student-teachers during teaching practice, and will conclude by suggesting strategies to enhance teaching practice exercises.

Each stage of life has its own set of problems; some are hereditary and may be minimized; others are not and do not have a solution; nonetheless, owing to man’s incapacity to proof problems away in life at some point or another, life is encircled. Nigerian students are confronted with a variety of issues that impair their academic performance as a result of their diminished enthusiasm in their academic work. Additionally, students at tertiary institutions have an insecurity issue; hidden cult members represent a threat to a number of students who are not members; a huge number of students have been hurt, while others have lost their lives.

Ruairc (2013) defines teaching practice as an important component of becoming a teacher. Teaching practice grants student – teachers experience in the actual teaching and learning environment. Teaching practice is known to expose student- teachers to the actual practice of teaching. It is during this period that student- teachers are given the opportunity to try the art of teaching before actually getting into the real world of the teaching profession (Kiggundu and Nayimuli 2009). In view of this, Perry (2012) argues that teaching practice creates a mixture of anticipation, anxiety, excitement and apprehension in the student- teachers as they commence their teaching practice. Thus, this provides student- teachers with the chance to express their personal educational philosophies, theories and understandings. In other words, this creates an opportunity for student- teachers to experiment and test their knowledge and skills in the profession of teaching and learning with an understanding of their personal educational philosophies and theories.

It is needful to note that teaching practice is not a bed of roses for the student- teachers because they experience challenges, which in a way can hamper their ability to derive maximum benefits from the exercise. Important part of a student teacher’s preparation and training, especially in the developing and underdeveloped worlds where teaching can be disrupted by a range of challenges. Some of these challenges are geographical distance, low and uneven levels of teacher expertise, a wide ranging lack of resources as well as a lack of discipline among a cross-section of learners and educators (Marais and Meier 2004). It is important that these challenges be addressed, as they may affect the student teachers’ performance during teaching practice as well as their perception of the teaching profession in subsequent years (Quick and Sieborger 2010).

Teaching practice provides the laboratory where a student practicalizes what he/she had learnt concerning effective teaching. Teaching practice is an important factor in preparing students for future teaching assignments.

To achieve the above objectives, the student- teacher is usually required to undergo at least twelve weeks teaching practice to enable him/her acquire the expected skills which will position him/her as a competent professional teacher. During this period, the student teacher may be faced with some challenges which include classroom management, attitude of the supervisors towards the student teachers, curriculum development, instruction and environmental challenges. Learning environment according to Maduewesi (2015) include the classroom surroundings, physical facilities in the classroom and teacher- student relationship. Physical environment comprises all those equipment, materials, furniture and learning space that make up the place where learners learn. When all these things are made available to the student teachers, they will be motivated to carry out the task assigned to them and the aim of teaching practice will be achieved.

Supervisor is described as college or university lecturer (trained teacher) who is responsible for coordinating the student teachers while teaching. He is also seen as somebody who guides and coordinates the activities of teachers and other school personnel towards the realization of educational objectives. He mediates between people and school programmes in order to ensure that the processes of teaching and learning are improved (Riverssaju, 2014).

Supervision is an essential activity that exists to help teachers do a better job. Supervision is very important factor in teacher preparation because they help in the improvement of teaching and learning processes. During teaching practice exercise, the attitude of supervisors toward the student teachers can improve the ability and competence in the student teacher or it can mar the objective of the exercise. When the student teacher is not properly supervised the whole exercise will be unproductive. The supervision of students during teaching practice should be regular. The supervisor should be qualified and experienced so that he will be able to render to the student teachers the desired mentoring as will be needed from him/her.

Teaching practice is known to expose student teachers to the actual practice of teaching. It is during this period that student teachers are given the opportunity to try the art of teaching before actually getting into the real world of the teaching profession (Kiggundu and Nayimuli 2010). In view of this, Perry (2016) argues that teaching practice creates a mixture of anticipation, anxiety, excitement and apprehension in the student teachers as they commence their teaching practice. Thus, this provides student teachers with the chance to express their personal educational philosophies, theories and understandings. In other words, this creates an opportunity for student-teachers to experiment and test their knowledge and skills in the profession of teaching and learning with an understanding of their personal educational philosophies and theories.

It is needful to voice out clearly that teaching practice is not completely a bed of roses for the student teachers because they experience challenges, which in a way can hamper their ability to perform well and derive maximum benefit from the exercise, which is an important part of a student teacher’s preparation and training, especially in the developing and underdeveloped worlds where teaching can be disrupted by a range of challenges. Some of these challenges are geographical distance, low and uneven levels of teacher expertise, a wide ranging lack of resources as well as a lack of discipline among a cross-section of learners and educators (Marais and Meier 2004). It is important that these challenges be addressed, as they may affect the student teachers’ performance during teaching practice as well as their perception of the teaching profession in subsequent.

1.2 Statement of Problem

The problem is that some student teachers do not perform well while on teaching practice due till inadequate of instructional materials, master the subject matter good methodology, inability to control classroom during the teaching, over familiarity, lack of accommodation and office facilities for the student teachers, too much of works at time is given to the student- teachers, lack of cooperation from their practicing schools attitude of the pupils towards the student teachers and difficulty on the part of student teacher to manage his class effectively etc. the extent to which these problems are being addressed and recommendation made constitute the problem of study. The Researcher will examine the challenges of teaching practice exercise among student teachers

1.3 Purpose of the Study

The main purpose of this study is to examine the Impediment of Teaching Practice Experience Of Student-Teachers in Rivers State. The purposes of this study include the following:

To investigate relationship between problem faced by student teacher during teaching practices and their performance.
To investigate relationship between classroom management challenges facing student-teachers and their performance.
To investigate relationship between the challenges faced by student-teachers form their supervisors and their performance.

1.4 Research hypotheses

There is no significant relationship between problem faced by student teacher during teaching practices and their performance.
There is no significant relationship between classroom management challenges facing student-teachers and their performance.
There is no significant relationship between the challenges faced by student-teachers form their supervisors and their performance.

1.5 Significant of the Study

The following people, organizations and establishment will benefit from the findings of this study. They include Student teachers, lecturer, Colleges of Education and Universities, supervisors of teaching practice, government and future researchers. Student teachers are the main benefactors of the findings in the sense that the study will acquaint them with the challenges of the programme and the role they can play to surmount the challenges. This will help them to be better graduates that are well equipped with what it takes to face the realities of teaching. It will enable our Colleges and Universities to equip their students with the rudiments of teaching before sending them to teaching practice. It will also help to device means of removing the problems and thus modify the programme. The removal of these hindrances will also make for more effective organization and implementation of the programme.

The supervisors of teaching practice and the cooperating school teachers will through the findings acquaint themselves with the best and effective measures to adopt in helping the student teachers to realize or achieve the objectives of teaching practice.

Future researchers will benefit from these findings because the study will be as a reference for their research in the near future. Finally the findings of this study will benefit the general public because education is the key to building a society.

1.7 Scope of the Study

This study focuses on the challenges of teaching practices exercise among students teachers in Rivers- State. The study will also limit to the following tertiary institutions in Rivers State, Nigeria – Rivers State University, Madonna University, Nigeria, Ignatius Ajuru University of Education.

1.8 Definition of Term

Teaching: the act of giving out instruction for the purpose of imparting knowledge from one person to another or a group of people.

Learning: learning means to gain knowledge of skill by study.

Teaching practice: teaching practice is the training for teaching or any education work are engaged in a specified period of time on graduation under a supervisor or supervisor guiding, directing and assessing trainee teacher.

Student teacher: This is a student still undergoing teachers’ education, which is being sent out to school as part of his or her training in the college.

Supervisor: Supervisor is described as college or university lecturer (trained teacher) who is responsible for coordinating the student teachers while teaching and monitor the students during teaching practice.

Cooperating Teacher: cooperating teacher guide the students teacher while on the teaching practices

School management: control the affaire of school both students and teacher

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