University Of Education, Winneba: An Assessment of the One Semester Duration of the UEW Internship Program (Published)
Field internship is often suggested to be a strong tool in the process of preparing pre-service teachers for teaching profession. Debates remain, however, on whether;
- pre-service teachers are satisfactorily equipped with the pedagogical content knowledge required for teaching and learning with the one-semester duration field internship program;
- duration change has emotional impact on pre-service teachers’ preparation towards the teaching professional job; and
- first semester is pleasant for a one-semester duration field internship program.
A study conducted in the University of Education, Winneba (UEW) was designed to gain insight into the structure of the field internship program in the Centre of Teacher Development and Action Research (CETDAR). To report on the effect of changes made to the Student Internship Program (SIP), the study focused on the period and duration of the field internship. Data collected through observation and document analysis were analysed by means of the mixed method. By examining the characteristics of participants’ approaches in the changed duration, a study of the critical role that duration plays in constructing pedagogical content knowledge in students reveals that, the change has strictly weakened the competency of pre-service teachers towards the teaching and learning skills after training. Despite the fact that teaching vacancies exist for pre-service teachers in both semesters, the first semester was not found pleasant for the one semester duration field internship program. The need of the hour is to choose, for the field internship program, a vital period and duration that will help pre-service teachers acquire the pedagogical content knowledge required for teaching and learning adequately, before service. And making pre-service teachers’ acquisition of pedagogical content knowledge a ‘felt need’ of the field internship program, is a vital step in renovating the duration of field internship program.
The Role of Information and Communication Technology (Ict) Toward Teachers’ Education in South West Nigeria: Impediments and the Way Forward (Published)
Information technology as we have today resulted from technological efforts in ancient civilization which started thousands of years ago. As civilization arose, the need to communicate, to document ideas and policies, and the need to keep track of figures became apparent. Ancient kingdoms were in desperate need of how to educate their princes and princesses in desired ways of acting and behaving. People were not able to communicate effectively across long distances greater high their voices could be hard and preservation of ideas were possible, were too crooked and cannot endure. It was not easy then for the society to spread its influence over others, not accumulate a rich cultural heritage. Thus, the social and cultural development of the community remained agonizingly slow. However with the recent development in science and technology the world as a whole as been reduced to a global village through the application of information communication technology. The survey takes a look at the role of ICT in Teachers ‘education in south West Nigeria. The design for the study was a survey method using interview. The population for the study was 1500 education students of college of Education, IkereEkiti where 100 pre-service teachers were purposively selected. The instrument is a questionnaire on accessibility and uses of ICT facilities for pre-service teachers in the study area. The instrument was validated by test experts, educational technologist and ICT experts,a reliability co-efficient of 0.75% were obtained from the reliability test conducted. Data collected were analyzed using simple percentage. The result shows that 35% of pre-service teachers have their personal computer and 45% of the lecture rooms have ICT facilities. Based on results of the findings it is recommended that effort should be made by the Government and stakeholders in the education sector to make ICT facilities available for pre-service teachers training. Apart from this, adequate workshop training and seminars for teachers should be organized in the colleges of Education on the operation of ICT facilities.
THE EFFECT OF USING LEARNER-CENTERED MICRO TEACHING MODEL TO DEVELOP PRE-SERVICE TEACHER TEACHING COMPETENCIES (Published)
The purpose of this study is to investigate the effect of using Learner-Centered Micro Teaching (LCMT) on the development of teacher candidates’ teaching competencies. To achieve this goal, teacher candidates’ teaching behaviors on subject area, planning, teaching process, classroom management, communication, and evaluation have been pre- and post-tested, and the effectiveness of (LCMT) has been determined based on differences in the results of pre- and post-tests. In this study, pretest-posttest design was used without a control group. Teacher candidates’ teaching behaviors before they entered the experiment were determined by pretests and at the end of the treatment the teacher candidates were given posttests. The experimentation was constructed based on (LCMT) model. Results based on the scores in the pre- and posttests showed that (LCMT) model had a progress in teacher candidates’ teaching behaviors on subject area, planning, teaching process, classroom management, communication, and evaluation.