ABSTRACT

This study examined the perception of pre-service teachers on quality of teaching practice organized by their institution in selected tertiary institutions in Nigeria.

The study adopted descriptive survey research method. The sample comprised of  Three hundred (300) pre-service teachers offering science courses in their third and fourth year teacher training programme. The selection was done through the use of  random sampling techniques. A self-designed questionnaire was used to collect data from respondents in the study. A test- retest method was used to determine the reliability of the instrument and reliability co-efficient of 0.70 was obtained on the instrument. The data collected were analyzed through the use of simple percentage, frequency and graphical representation of data.

The finding of the study showed that Pre-service teachers have positive perception of  the quality of  teaching practice been organized by their institutions.  Pre-service teachers have negative perception of  the relevance of  teaching practice been organized by their institutions. Pre-service teachers have negative attitude towards Teaching practice exercise organized by their institution. There is no significant difference in the attitude of  pre-service teachers (OOU and Tasued) on the teaching practice organized by their institution.

It was concluded that teaching practice is an essential programme that should not be made to have an insignificant existence because of  the role it plays as the foundation for all forms of  success in teaching-learning process.

And finally it was recommended that more efforts should be put in place by school authorities to make available the opportunity to re-orientate pre-service teachers on the benefits attached to teaching practice both as criteria to complete their programme and its need in the classroom which makes them eventually become a full fledge teacher. 

TABLE OF CONTENT

Front page…………………………………………………. i

Title Page .................................................................................... ii

Certification.................................................................................. iii

Dedication.................................................................................... iv

Acknowledgement...................................................................... v

Abstract......................................................................................... vii

Table of Content.......................................................................... viii

CHAPTER ONE:  INTRODUCTION

Background to the Study................................................... 1

Statement of the Problem................................................... 11

Research Questions........................................................... 11

Purpose of the Study........................................................ 12

Significance of the Study................................................... 13

Scope of  the Study............................................................ 13

Operational Definition of terms........................................ 14

CHAPTER TWO:  REVIEW OF RELATED LITERATURE

2.0     Introduction………………………………………        .         15

 2.1 Theoretical Framework................................................. 15

2.2 Empirical Studies conducted on teaching practice exercise….... 18

2.3 Perception of Pre-Service Teachers towards Quality Teaching Practice Supervision.....  ………………………………………………………   22

2.4 Global History of Teaching Practice Exercise........................ 24

 2.5 The Concept of  Teaching Practice Exercise.................... 26

 2.6 The Purpose and Importance of Teaching Practice in Teacher   Education……………................................           29

 2.7 Teaching Practice Application  Process............................ 32

 2.8 Literature Appraisal……………………….……………….. 33

CHAPTER THREE: METHODOLOGY

 3.0    Introduction.................................................................... 34

 3.1     Research Design............................................................... 34

 3.2     Population of the Study.................................................... 35

 3.3     Sample and Sampling Techniques.....................................           35

 3.4     Research Instrument........................................................ 35

 3.5 Validity of Instrument……………………..…..….… 36

 3.6 Reliability of Instrument ................................................... 37

 3.7 Procedure for Data Collection........................................... 37

 3.8     Data Analysis Technique ................................................. 38

CHAPTER FOUR:              RESULT

4.0 Introduction……………………………….……………… 39

4.1 Descriptive statistics of respondents……………..………….. 40

4.11 Frequency Distribution of  Respondents by Institution……. 40

4.12 Frequency Distribution of  Respondents by level………….. 40

4.13 Frequency Distribution of  Respondents by gender…………. 40

4.2 Research question one................................................................ 41

4.21 Research question two........................................................….. 43

4.22 Research question three……………………….………….. 44

4.23 Research question four…………………………………… 46

4.3 Summary of findings………………………..………….…. 47

CHAPTER FIVE:  SUMMARY, CONCLUSION AND 

 RECOMMENDATIONS

5.0     Introduction………………………………….………… 48

5.1   Discussion of findings............................................ ......... 48

5.2   Conclusion....................................................................... 51

5.3 Recommendations............................................................ 52

References................................................................................... 53 Appendix....................................................................................... 56