Functions of Teaching Practice in Teacher Education Programme
A related concept of educational technology is teaching. Teaching is a complex task. According to Achuonye and Ayoku (2003), teaching is the process that helps someone to acquire a change of behaviour through acquisition of skills, knowledge, skills, values and habits. Onyilo and Onyilo (2007), Chike-Okoli and Ezeanolue (2005) and Ajileye (2012) viewed teaching as an art and a science course. This is because it involves the processing of a body of specialized knowledge (science) and it involves directing, guiding and stimulating learning (arts).
The agent of the change in behavior is referred to as teacher. In other to perform the job effectively, he needs adequate training. The more crucial job in teaching and learning is the process of training the teachers. Acquisition of teaching skills is not easy. Preparation or training of teachers is referred to as teacher education. The aims and objectives of teacher education in Nigeria as contained in the National Policy on Education (NPE). They include:
1. To produce highly motivated, conscientious and effective classroom teachers for all levels of education system.
2. To encourage the spirit of enquiry and creativity in teachers.
3. To produce teachers with intellectual and professional background adequate for their assignment and to make them adaptable to changing conditions.
4. To enhance teachers’ commitment to teaching profession and equip them with professional skills.
5. To help teachers to fit into the social life of the community and the society at large.
In order to achieve the above listed aims and objectives, student teachers are posted to their schools of practice for six months. The exercise is referred to as teaching practice. Teaching practice is the practical aspect of teacher education. According to the (NPE) (2004), teaching practice is an indispensable component of teacher education which is capable of making the potential teacher fits well into the teaching profession. Jekayinfa (2001) noted that sound professional preparation is necessary for success in teaching. Teaching profession cannot be acquired overnight, it needs adequate preparation and practical work. Olorundare (2004) considered teaching practice as the main quality control measure in the preparation of teachers. Ajileye (2012) viewed teaching practice as an exercise that gives the teacher trainees opportunity of putting into practice all they have gained during their exposure to different kinds of principles and courses. It is the field that permits the application of theoretical aspect to practical.
According to Adesina (2005), teaching practice is one of the first innovations in teacher education. It is a compulsory course in all teacher preparatory programs. Teaching practice is a core aspect of teacher education which is designed for training and testing the teacher trainees’ mastery of teaching skills. Bhargava (2009) described teaching practice as a time when all learned concepts have to be applied in real life situations successfully. It provides improvement to teacher trainees in terms of forming positive attitudes towards teaching profession, gaining teaching skills, applying theoretical knowledge to the instructional settings of the profession and professional proficiency. This is because student teachers gain their first teaching experience which will be useful during their professional life. Can (2009) view teaching practice as the application of professional knowledge and understanding of the learners, curriculum, teaching and learning environment so as to promote learning. For teacher trainees to understand the relationship between theory and practice in teacher education, teaching practice has a crucial role to play.
In addition, Asaya (2010) described teaching practice as the avenue for student teachers to put into practice all the knowledge and theories in the course work. They put into practice what they have learnt in child and adolescent psychology, learning theories, guidance and counseling, class management, educational administration, planning and supervision, curriculum development, measurement and evaluation, instructional technology and microteaching. Chatzidimou (2011) claimed that teaching practice is a fundamental part of teacher training. This implies that without teaching practice, teachers can neither be trained professionally nor certified. This is because their competence cannot be guaranteed.
Teaching practice is a very important component of teacher education. Jekayinfa (2001), Olorundare (2004), Adesina (2005), Bhargava (2009), Can (2009), Chatzidimou (2011), Ajileye (2012) and Ijaiya (2013) concurred to the fact that teaching practice is vital to teachers’ preparation and training. Teaching practice allows the teacher trainees to gain their first teaching experience that they find useful during their professional lives. It gives the sense of accomplishment to student teachers as professionals.
The student teachers learn to take the responsibility, gain confidence to address large audience acquire competence in lesson delivery and imbibe acceptable personality traits. They learn how to analyze, evaluate, modify and correct their behaviors during teaching practice. The student teachers identify objectives of teaching and organize syllabus contents around major concepts and generalization in the development of sequential learning in a course of study. They physically demonstrate the skills acquired for actualization of real teaching (curriculum implementation). During teaching practice, the student teachers serve as apprentices in the course of their teacher training before they are certified as teachers. The student teachers are opportune to have constructive criticisms, corrections, supervision, evaluation and feedback from their senior colleagues and role models in teaching profession who are likely to be their lecturers. The student teachers are helped to deal with important professional challenges during teaching practice. Student teachers form positive attitudes towards teaching profession at the end of the teaching practice exercise.
Stages in teaching practice
The following are the stages in teaching practice:
Primary stage
It is necessary to make a trip of student of student teachers to that particular school they would go for teaching practice. The main aim of this tour is to see the concerned head teacher, class teacher and school staff in order to acquire information about school and its environment. Student teachers must observe the teaching methods of concerned class teacher, copies or notebooks of the students and their routine. On return from the tour, student teachers must have details about the scheme of studies, age of the students, strength of the class, abilities, and specific problems of the students, timing of the school, textbooks and teaching aids.
Preparation of Lesson
For the preparation of lesson, student teachers must know the subject, the relevant books and audio visual aids which he/ she is going to teach because already prepared lessons give confidence to the teacher. Student teachers and supervisors can reform the teaching process after its evaluation.
Qualities of a Good Lesson
A good lesson has the following qualities:
1) Lesson planning should be in complete detail.
2) Lesson should be interesting.
3) Effective and timely, use of teaching methods and teaching aids.
4) Lesson should be taught in a professional and friendly environment.
5) All students should be given same attention by keeping in view their individual differences.
