A REPORT ON POST-EXERCISE HELD AT GOVERNMENT

HIGH SCHOOL ILORIN, NIGERIA BETWEEN 14TH JANUARY

AND 22ND FEBRUARY, 2020
(2021 CONTACT SESSION)

BY

YUSUF AMINAT DAMILOLA

18SWBED025

EDU 410
POST-TEACHING PRACTICE EVALUATION AND
REMEDIATION

FACULTY OF EDUCATION,
AL-HIKMAH UNIVERSITY, ILORIN

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

There is no teacher education programme that can be said to be complete without

an effective Student Teaching Practice programme. Although, there is a school of
thought, which says that "teachers are born, not trained", the overwhelming view
today is that there is a need for professionally trained teachers to teach in our
schools. This view was echoed by the former Minister of Education, Professor Aliu
Babatunde Fafunwa who expressed his belief that "a good teacher education
programme must seek to assist the individual teacher to grow and develop as a
person, provide him with the necessary skills and professional abilities that will
help him become an effective teacher". The type of teacher education under
discussion can only be provided through several strategies, one of which is Student
Teaching Practice (STP). Therefore, the concept of STP is deeply rooted in the
drive towards the education and training of competent and professional teachers.
The purpose of this unit is to discuss the meaning, the rationale, goal and general
objectives of STP as well as define some technical terms you will come across
during the exercise.

DEFINITION AND CONCEPT OF TEACHING PRACTICE

TEACHING PRACTICE is The ways in which faculty understand and implement

instruction. Teaching practices generally reflect beliefs and ethics about
the teaching and learning process. Also Part of an education degree in which
students perform supervised teaching at a school.

IMPORTANCE OF TEACHING PRACTICE TO TEACHER EDUCATION

PROGRAMME

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 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. 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. 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. 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
up with the challenge Education is expected to play several key roles in an effort of
developing country socio-economic and cultural status.

However, it is impossible to think of quality education without having

academically qualifies 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 committed 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.
Given and ideal syllabus and sufficient time for teaching, a teacher will not
successful achieve unless he/she is enthusiastic about the work, knows the subject
and how to teach, keen, well informed, loves the subject and believes in its values
in spite of difficulties and hand carps.

Teaching Practice (TP) program in Tanzania teachers colleges and universities

takes place national wide in implementing teacher education curriculum but with
some challenges such as lack of resources, funds and inappropriate teaching
practice coordination. Therefore, it is suggested that undergraduate student
teachers should attend teaching practice in secondary schools and the government
should improve the classroom settings and reasonable.

TEACHING PRACTICE EXERCISE EXPERIENCE

Teaching can be a demanding profession. There are times when students can seem
uninterested in learning and disruptive to the classroom environment. There are
plenty of studies and educational strategies for improving student behavior. But
personal experience may be the best way to show how to turn a difficult student
into a dedicated pupil. I had such an experience: one where I was able to help
change a student with major behavioral issues into a learning success story. 

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

Teaching practice letter was taken to the school principal and was transferred back
to the Vice principal (Academy) the school vice principal stamped and signed the
letter and then I was showed commerce teacher for guiding.

THE SCHOOL ENVIRONMENT

The school is located at Legal study and it’s a very conducive environment which
make the school well for making the students learn without any distraction.

SCHEME OF WORK AND LESSON PLAN PREPARATION

After I was showered to the school commerce teacher she gave me their scheme of
work and I was told to prepared lesson plan for the next class which I did and also
pointed out some mistakes.

ALLOCATION AND PERIOD OF TEACHING SUBJECT

 Teaching Subject : commerce

 Teaching duration: 40mins

 Teaching periods: 3 periods per week.

APPROACH TO CLASSROOM INSTRUCTIONAL STRATEGY

Centred approach was the approach I used to deliver in class in other to gain the
students interest in the lesson and make the learning understanding.
CLASSROOM LEARNING ENVIRONMENT

The classroom environment was very nice because there was enough chairs and
desks which make the students sit comfortably and constrained in the classroom
for better understanding.

STUDENTS’ATTITUDE TO TEACHER TRAINEE

Student teachers attitude towards teaching practice exercise was found to be

negative on the overall. This can be attributed to the attitude of student teachers in
terms of preparation for the exercise as seen from the result in table 1. This is why
Ogundipe (2002) stated that student teaschers should be properly groomed in all
technique of teaching and pedagogy, whether he/she has been on practice before or
not, since it is not fire-brigade programme for quack nurse, doctors or lawyers to
make a professional out of them. The study is in line with Ajayi (2010), who stated
that assessment of teachers’ attitude, proficiency and effectiveness in the primary
and post primary institutions today suggests the abysmal state of teachers’
preparation in our training institutions. Student teachers, in the phase of lack of
model teaching practice laboratory in training institution would definitely result in
their training having negative effect on their attitude thereby affect their efficiency
in transiting from theory to practical. The result is in line with the opinion of
Harlin, Edward and Brier (2002), who stated that student teachers experiences
during teaching practice Influence their attitude and perception regarding their
future careers as educators.

The study also ascertained the performance of student teachers' based on their
attitude. The result showed that student teachers with positive attitude performed
significantly better than those with negative attitude. This could be attributed to the
positive attitude such as positive thinking, beliefs in services, self- regulation,
dedication and autonomy that must have contributed to the self-confident of
student teachers with positive attitude. This is in line with Ahmed, Said, Zeb,
Shihatullah, Rehma (2013), who stated that teachers with positive attitude affect
their ability, results in positive approach to teaching thereby enhance the
performance of the teacher.

The findings of the study also indicated that male student teachers performed better
than their female counterparts, though not significant. The result indicates the
contrary of what is believed of female teachers having passion for teaching than
males therefore performing better than males. This could be attributed to males
being serious with the teaching profession because it is the profession that a greater
percentage of persons are employed looking at their performance. This is inline
with Akiri and Ugborugbo (2008), who stated that male teachers perform best
when they are younger up to thirty (30) years while female teachers perform best
in middle age between thirty one and fifty (31-50) years.

 Challenges During Teaching Practice Exercise

Classroom Challenges are one of the adequate problems faced by teachers and a
good teacher has the courage to overcome all these challenges bravely. Some of
the common classroom challenges faced by student teachers , include lack of
teamwork, minimal personal time, working towards long term goals, argument and
student excuses etc. Addressing these; common classroom challenges can not only
help to improve student teacher retention rate but also enhance success rates of
student and the ultimate quality of education.

Here we can have a look of some of the top classroom challenges faced by
student teachers in the present education scenario;

 Performance Pressure from school Administrators.

 Handle too many masters.

 Changing Educational Trends.

 Lack of Self-Time.

 Student Teachers working too many roles at the same time.

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 allow student teachers choose where they are to be
posted within the zone designated for the practice; this would to some extent
alleviate the suffering of student thereby enhancing their attitude towards the
exercise.

(4) The Universities should endeavor to also ensure that practicing student
teachers to be paid as those students who go on sewage in the faculty of
sciences.
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