Abstract
This study describes the place of reflective practice in quality assurance of teacher education professional development programme in Nigerian Colleges of Education. In relation to teaching practice, identified performance deficiencies were: poor student teachers’ motivation to teach, low self efficacy, lack of acceptable preconception of teaching and learning and deficiency in transition of theory into practice in actual school setting. Among factors implicated for the deficiencies is the cooperating teachers’ role expectation deficiencies, particularly weak relationship between student teachers and their cooperating teachers. Reflective practice potential was elucidated and recommended as improvement strategy for enhanced teacher professional development in Nigerian Colleges of Education.
Highlights
Teaching practice is a field experience course in Teacher Education Programme
Imogie (1990) defined teaching practice as a professional development exercise aimed at helping student teachers to bridge the gap between educational theories and practice
Maduabum and Abah (2004) defined teaching practice as a component of teacher education programme in which teacher trainees have the opportunity to put into practice all the teaching and classroom management theories they have acquired during the course of their studies with a view to attain professional competence
Summary
Teaching practice is a field experience course in Teacher Education Programme. Imogie (1990) defined teaching practice as a professional development exercise aimed at helping student teachers to bridge the gap between educational theories and practice. Maduabum and Abah (2004) defined teaching practice as a component of teacher education programme in which teacher trainees have the opportunity to put into practice all the teaching and classroom management theories they have acquired during the course of their studies with a view to attain professional competence. De-ville (2010) stated that teaching practice is an internship experience, a part of formative training process for pre-service teachers in skills exploration and enhancement. In the context of this paper teaching practice is a professional development course, a field experience for pre-service teachers’ professional development. The indicators are defined as practical teaching competences benchmark for qualify teachers at various levels of certification
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