Perception of University for Development Studies, Faculty of Education Lecturers on the Preparation and Competences of the Student Teachers in the Faculty of Education
Volume 4, Issue 5, September 2015, Pages: 251-258
Received: Aug. 31, 2015;
Accepted: Sep. 16, 2015;
Published: Sep. 26, 2015
Views 4422 Downloads 147
Joseph Yaw Dwamena Quansah, Department of Social and Business Education Faculty of Education University for Development Studies, Tamale, Ghana
Teacher quality matters enormously in the total scheme of schooling and student learning. Teachers and their roles influence students’ performance in significant ways. Therefore, this study intended to finding out the perception of lecturers on the preparation and competence of student teachers in the Faculty of Education of the University for Development studies. The case study design was used for all the 33 lecturers with professional teacher education background in the Faculty of Education for the data collection. The finding of the study shows that 23 (70.8%) of the lecturers perceived the student teachers to be fair in their preparation while only 10 (29.2%) perceived their preparation to be good. In terms of competence, 25 (75.8%) and 8 (24.2%) of the lecturers perceived student teachers to be fair and good respectively. Based on the findings, the duration of teaching practice exercise could be increased to ensure that student teachers gain more experiences on the field before graduation.
Joseph Yaw Dwamena Quansah,
Perception of University for Development Studies, Faculty of Education Lecturers on the Preparation and Competences of the Student Teachers in the Faculty of Education, Education Journal.
Vol. 4, No. 5,
2015, pp. 251-258.
Alabi, A. T. (2000). Factors influencing the management of teaching practice: A case study of University of Ilorin. New Century of Education, 2, 1, 66_73.
Alabi & Owolabi (2013). Perceived Quality of Trained Teachers by Lecturers in Faculty of Education of the University of IIorin, Nigeria. Journal of Counselling, Education and Psychology, vol. 3. Pg 115-132.
Aneja, N. (2014). The Importance of Value Education in the Present Education System & Role of Teacher. International Journal of Social Science and Humanities Research. Vol. 2, Issue 3, pp: 2 (230-233). Available at: www.researchpublish.com.
Alter, J. & Coggshall, J. G. (2009). Teaching as a clinical practice profession: implications for teaching preparation and state policy. Retrieved on June 15, 2014 from www.tgsource.org/.
Best, J. W., & Kahn, J. V. (2003). Research in education. (9th ed.). Boston: Allyn and Bacon.
Burchell, H. & Westmoreland, S. (2002). Relationship between competent-based education and students reflections on practice: A UK case study of initial teacher training. Retrieved on June 14, 2014 from http:/ 88-onlinelibrary.wiley.com/doi/10.1111/ijtd.1999.3.issue-2/issuetoc.
Darling-Hammond, L. (2009). Teacher quality and students achievement: a review of state policy evidence. Journal of education policy analysis, 1, 88-114.
Education commission of the state (2003). Eight questions on teachers’ preparation: what does the research say? http:/www.ecs.org/tpreport Retrieved on July 3, 2014.
Evans, R. (2001). The Contribution of Japan's Education Economic Growth. In E. R. Beauchamp (Ed.), Windows on Japanese Education. New York: Greenwood.
Farrant, J. S (2005) Principles and Practice of education. England: Longman Group Limited.
Ijaiya, N. Y. S. (2008). The quality of teacher education in Nigeria. In A. Ejiogu & V. Onyene (Eds.). Emergent issues in Nigerian education. Lagos: Mukuganmu & Brothers Enterprise.
Initial Teacher Training (ITT) – Training Provider (updated). Retrieved on November 9. 2014 from http:/www.tda.gov.uk/training-provider/itt.aspx?sc_lang=en-GB.
Jegede, P. O. (2009). Assessment of Nigerian teacher educators’ ICT training. Issues in informing science and information technology, 6, 415-420.
Levine, A. (2006). Educating school teachers. Retrieved on June 10, 2014 from www.edschool .org/pdf/educating_Teachers_report.pdf.
Medley, D. Y., & Shannon, D. M. (1994). Teacher evaluation. In Husen, T. postlethwaite (Eds). The international encyclopedia of education, 2nd Edition, VolX. Oxford: pergamon.
Noraini, I., Loh, S. C., Norjoharuddeeen, M. N., Ahmad, Z. A. R., & Rahimi, M. S. (2007). The professional preparation of teachers and the implementation of teaching and learning of mathematics and science in English, eurasia journal of Mathematics, Science and Technology Education, 3(2), 101-1100.
Okpala, C. & Ellis, R. (2005). The perception of college students on teacher quality. Education, 126, 2,374-383.
Ontario College of Teachers (2011) .the standards of teaching for the teaching profession. Retrieved on June 7, 2014 from http:/www.oct.castandards/standardsof practice.aspx? Lang CA.
Selvi, K. (2010). Teachers’ competencies, culture. International Journal of philosophy of culture and axiology, VII, 1,167-175.
Teachers’ registration council of Nigeria (2010). Nigerians Teachers Code of Conduct. Retrieved on June 15, 2014 from http:/www.trcn.gov.ng/index.php?page=15.
The European Commission (2004). Common European Principles for Teacher Common Competences and Qualifications, directorate-General of Education and Culture. Retrieved on March 8, 2014 http:/europa.eu. In/comm/dgs/education_culture.
The ILO/UNESCO (2008). Recommendations concerning the status of the teachers (1966) and the UNESCO recommendation concerning the status of higher education personnel (1997). Retrieved on November 8, 2011 from http:/www.unesdoc.unesco.org/images/0016/00160495e.pdf.
Whittey, G. (1996). Professional competence and professional characteristics: the Northern Ireland approach to the reform of teacher education. In hustler, d. and McIntyre, d. (Eds). Developing competence in teacher education. London: David Fulton.
Wilson, S. M, Floden, R. E., & Ferrini-mundy, J. (2001). Teacher preparation research: current knowledge, gaps and recommendations. Research report prepared for the US department of education and the office for educational: research and improvement, document R-01-3.