SCIENCE TEACHERS’ PERCEIVED BENEFITS OF THE TEACHING PRACTICE EXERCISE IN NASARAWA STATE
| dc.contributor.author | Jibrin, Abdullahi Tanko | |
| dc.contributor.author | Gyuse, Elizabeth Y. | |
| dc.contributor.author | Philip, Aku Eggon | |
| dc.date.accessioned | 2023-12-13T06:35:16Z | |
| dc.date.available | 2023-12-13T06:35:16Z | |
| dc.date.issued | 2021-11-11 | |
| dc.description.abstract | TJjc study investigated the usefulness of the teaching practice exercise to science teachers in Nasarawa State. The sample consisted of 515 (291 pre-service and 224 in-service) secondary school science teachers who responded to the instrument: an unstructured questionnaire tagged Teachers’ Perceived Usefulness of the Teaching Practice Questionnaire (TPUTPO), used for data collection. Three research questions guided the study. The data collected were analysed using graphical presentations. The study revealed that Biology, Chemistry, Physics and Basic Science teachers found the following beneficial: classroom management, development of self-confidence, use of instructional materials, how to prepare and deliver lessons using different methods of teaching. The study also revealed that once teachers are employed, they may be assigned to teach any subject other than the one they specialised in. Physics teachers reported the least benefits fivm the teaching practice exercise while biology teachers seem to be the most versatile of all the science teachers. It was recommended that teacher trainers should take note and remedy missing areas of emphasis needed in training effective 21st century teachers such as use of technology, project and inquiry methods of teaching, assessment procedures, and so on. Positive ways should also be devised to address the disturbing issue of specialized training versus general training of science teachers. School proprietors should use their -------------- - ornately. | en_US |
| dc.identifier.citation | Abali, C. & Odoh, C. (2006). How to evaluate teaching of science subjects. In E. Y. Gyuse et. al (2006) Improving teacher education. Faculty of Education Training Workshop Series No.l. Makurdi: Selfer Educational Books, pp. 58-68. Aglazor, G. (2017). The role of teaching practice in teacher education pro grammes: Designing framework for best practice. Global journal of educational research, 16, 101-110. Childs, A. & McNicholl, J. (2007). Science teachers teaching outside of subject specialism: Challenges, strategies adopted and implications for initial teacher education. Teacher Development, 11(1), 1-20. Dutable (2019). Challenges of student teachers during teaching practice exercise. https ://dutable.com | en_US |
| dc.identifier.uri | https://keffi.nsuk.edu.ng/handle/20.500.14448/3896 | |
| dc.language.iso | en | en_US |
| dc.publisher | Department of Chemistry Education, Nasarawa State University Keffi | en_US |
| dc.subject | Science teachers, teaching practice, Biology, Chemistry, Physics, Basic Science | en_US |
| dc.title | SCIENCE TEACHERS’ PERCEIVED BENEFITS OF THE TEACHING PRACTICE EXERCISE IN NASARAWA STATE | en_US |
| dc.type | Article | en_US |