TEACHING PRACTICE EXPERIENCES OF TRAINEE BIOLOGY TEACHERS: CHALLENGES AND POSSIBLE PANACEA

TITLE PAGE

Certification

Dedication

Acknowledgement

Table of Content

List of Tables

ABSTRACT

CHAPTER ONE: INTRODUCTION

1.1    Background of the study

1.2    Statement of the problem

1.3    Objective of the study

1.4    Research question

1.5    Significance of the study

1.6    Scope of the study

1.7 Limitation of the study

1.8 Definition of terms

CHAPTER TWO: REVIEW OF LITERATURE

2.1    Conceptual framework’

2.2    Theoretical Framework

CHAPTER THREE: RESEARCH METHODOLOGY

3.1    Research Design

3.2    Population of the study

3.3    Sample size determination

3.4    Sample size selection technique and procedure

3.5    Research Instrument and Administration

3.6    Method of data collection

3.7    Method of data analysis

3.8    Validity and Reliability of the study

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1    Data Presentation

4.2    Answering Research Questions

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION

5.1    Summary

5.2    Conclusion

5.3    Recommendation

References

Appendix

Abstract

This study was on teaching practice experiences of trainee Biology teachers: challenges and possible panacea. Three objectives were raised which included: To understand the perceptions of Biology student-teachers on teaching practice supervision, to understand the impacts of teaching practice supervision on Biology student-teachers and to understand the challenges faced by Biology student-teachers during teaching practice supervision. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Ogun state. Hypothesis was tested using Chi-Square statistical tool (SPSS).

 Chapter one

Introduction

1.1Background of the study

The future of every nation is shaped in its classrooms and it is the teacher who molds that future. It is assumed that  of  all  the  professions that  are aspired,  only teaching  is charged  with  the  formidable  task  of  creating  the human skills and capacities that will enable  societies to survive and succeed in the age of information. Teachers have great duty for shaping the  minds and  hearts  of future  students.  Few  concepts on  educational  issues  have received  much  attention than  issues pertaining  to  preparation  of teachers  in  educational  literatures (Albasheer, Khasawneh, Nabah&Hailat, 2008). Preparation of teachers for both the first and second cycle schools is of much concern especially  in  a  age  where higher  education  institutions worldwide  have  been under  pressure  to  deliver high quality instruction to their students  (Naba’h&Jaber,2009).Teaching practice in  schools has been considered the most important programme part of the teacher education and for that matter this field experience needs to be supported by stake  holders (Ekiz, 2006). These stake holders include the  university  supervisor,  school principal and co-operating teachers who at point play crucial roles of preparing the student-teacher  to  perform  the duties and responsibilities of the formal teacher (Albasheer et al, 2008).

1.2 Statement of the problem

In Nigeria, teacher  education also  appears not  to be  bad  at all.  The preparing  of  the  student-teacher is under the guidance of principal or school head who facilitate and monitor the growth of the student-teacher. However, just as these supervisors perform their duties during teaching practice, they come under some criticism.  These  criticisms  include  the  lack  of  inconsistency  in  the  method  use  for  supervision  and  the  short duration  for  supervision  which  to student-teachers,  diminished  the  quality of  the  teaching  practice  supervision (Rosemary,Richard&Ngara,2013).  These short comings  found  in  the  supervision affected the  overall  quality  of the  teaching  practice supervision.  Hence,  it  was  against  this  background on  teaching  practice  supervision  that this research sought to examine the perceptions of Biology student-teachers on teaching practice supervision.

1.3    Objectives of the study

1. To understand the perceptions of Biology student-teachers on teaching practice supervision
2. To understand the impacts of teaching practice supervision on Biology student-teachers
3. To understand the challenges faced by Biology student-teachers during teaching practice supervision

1.4    Research Hypotheses

The following hypotheses guided the study:

H0: there are no perceptions of Biology student-teachers on teaching practice supervision

H1: there are perceptions of Biology student-teachers on teaching practice supervision

H0: there are no impacts of teaching practice supervision on Biology student-teachers

H2: there are impacts of teaching practice supervision on Biology student-teachers

1.5    Significance of the study

At the end  of  the  study,  the information that  will  be gathered  will bring  out  the perception  of  Biology student-teachers on teaching practice supervision.  Again, the study will provide knowledge that will help supervisors in the teaching practice Alvan ikoku federal college in the improvement of supervision practices and policies during teaching practice. The study will also add to existing related literature on teaching practice supervision.

Scope and limitation of the study

Limitations/constraints are inevitable in carrying out a research work of this nature. However, in the course of this research, the following constraints were encountered thus:

1. Non-availability of enough resources (finance): A work of this nature is very tasking financially, money had to be spent at various stages of the research such resources which may aid proper carrying out of the study were not adequately available.
2. Time factor: The time used in carrying out the research work is relatively not enough to bring the best information out of it. However, I hope that the little that is contained in this study will go a long way in solving many greater problems.

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