A REPORT ON POST-EXERCISE HELD AT GOVERNMENT

HIGH SCHOOL ILORIN,NIGERIA. BETWEEN 14TH JANUARY

AND 22ND FEBRUARY, 2020
(2021 CONTACT SESSION)

BY

ABDULRASAQ MUTIAT BUKOLA

17SWBED006

EDU 410
POST-TEACHING PRACTICE EVALUATION AND
REMEDIATION

FACULTY OF EDUCATION,
AL-HIKMAH UNIVERSITY, ILORIN

LECTURER-IN-CHARGE
DR. S.A OLAIFA
INTRODUCTION

Practice teaching is an important component towards becoming a teacher. It

provides experiences to student teachers in the actual teaching and learning
environment. 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. Student-teachers also know the value of of teaching practice and they
perceive it as the important aspect of their preparation for the teaching profession
since it provides for the real interface between student hood and membership of the
profession (RakeshRanjan, 2013).

Teachers in a society are thought to be agents of change as they are central to the
delivery of quality education. Quality teachers are the greatest determinant of
student achievement and their impact are greater than any other social factors
including class Size, parent education, and income and language background
(National commission of teaching and America’s future, NCTAF, 1997). Teachers
play an important role in shaping the future of individuals as well as of entire
generations they can also influence the economic dynamism of the country by
imparting skills that translate into innovation and productivity in the workplace
(Goldhaber and Anthony,2004).because of the current changing and challenging
world, teachers should be provided with a range of skills, knowledge, attitudes and
relevant educational experience that enable them to cope with the challenge.
Education is expected to play several key roles in an effort of developing country
socioeconomic and cultural status. However, it is impossible to think of quality
education without having academically qualify and professionally responsible
teachers on the schools. Thus, for teachers to play their role effectively in schools
there must be a well-Designed and successfully implemented teaching practice
program for student teachers that aims at producing teachers who are academically
qualified, professionally skilled, and attitudinally and ethically committedd to their
profession. The teacher’s character and quality competence are the most significant
factors which influence the education quality and its contribution to national
development (Kumar and Ratnalikar, 2005).

Teaching good practise this is an important components of becoming a teacher. It

grant student teachers experience in the actual teaching and learning environment
(Ngidi&Sibaya, 2003:18; Marais &Meier, 2004;p220;perry, 2004:p2). 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 student hood
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).

DEFINITION AND CONCEPT OF TEACHING PRACTICE

Good teaching practice is a key influence on student learning a desired outcome

and primary goal of higher educational institutions. Teachers strive to meet the
principles of good practice in an effort to provide the best learning experience for
their students (Flinders university). Teaching practice is a temporary period of
teaching in a school undertaken under supervision by a person who is training to
become a teacher. Teaching practice is a form of work-intergrated learning that is
described as a period of time when students are working in the relevant industry to
receive specific in service training in order to apply theory in practice. Researchers
such as Marais and Meier (2004):220), perry (2004:2), teaching practice can be
conducted in a number of forms depending on the instruction. Some instructions
send student teachers to go for teaching practice once a day each week; others do
this over a semester; while others send student teachers in a two-to six weeks
block. Participants in Quick &sieborger’s (2005:4) study.

DURATION OF THE TEACHING PRACTICE

12 Weeks 20th Of January To 28th OF February 2020 and 2nd February to 12th of
march 2021

DOCUMENTATION AND ACCEPTANCE BY SCHOOL MANAGEMENT

Letter was taken to the school principal and I was accepted without any condition.
The principal stamped and signed the letter.

THE SCHOOL ENVIRONMENT

The school is located at a very good environment which make the school itself
good for teaching learning. The school has enough teachers in some subject while
they have shortage of teachers in some. However, the school need improvement in
structure and learning materials.

SCHEME OF WORK AND LESSON PLAN PREPARATION

I was given the school scheme of work and was instructed to prepare lesson plan
and note base on the school scheme and text book provided by the school.

ALLOCATION AND PERIOD OF TEACHING SUBJECT

 Teaching subject: business studies

  Teaching period: 3 periods per week for each class (2 classes) this makes it 6
periods per week

CONCLUSION

In conclusion, the study found that students teacher attitude on the overall was
negative. It was also found that teachers with positive attitude performed
significantly better than those.

RECOMMENDATION

(1) Faculty of Education in Universities should ensure that all student teachers
are properly groomed in all teaching and pedagogy courses before proceeding on
teaching practice.

(2) All group of teaching practice students should undertake all courses that would
assist them in their practice such as micro teaching guide before proceeding on
teaching practice.

(3) The Universities should endeavor to also ensure that practicing student teachers
to be paid.
REFERENCES

Kasanda CD (1995). Teaching practice at the university of Namibia : views

from student teachers. Zimbabwe journal of Educational Research, p7:57-68

Kiggundu E (2007). Teaching practice in the Greater Vaal Triangle Area: The
student teachers experience. Journal of college teaching and learning, (p4:25-
35).

Menter I (1989). Teaching stasis : Racism, sexism and school experience in

initial teacher education. British journal of sociology of Education. p46

Aglazor, G.N and Obi, F.B (2016). Teaching practice handbook for
programmers, students and supervisors. University of calabar press, calabar,
Nigeria.

RakeshRanjan, (2013). A study of practice teaching program: A Transitional

phase for student teacher. Voice of Research 1(4), 1-5.