Assessment of Student Teachers’ Experiences during Teaching Practice in Benue State: Implications on their Perception of the Teaching Profession.

International Journal of Research and Scientific Innovation (IJRSI) | Volume VIII, Issue VII, July 2021 | ISSN 2321–2705

Assessment of Student Teachers’ Experiences during Teaching Practice in Benue State: Implications on their Perception of the Teaching Profession.

Gbeyongu Frederick Terkimbi¹, Abdullahi Adebo Odus², and Akaa Charity Wanger^3
1Federal University of Agriculture, Makurdi, Benue State, Nigeria
²College of Education Akwanga, Nasarawa State, Nigeria
³Federal University of Agriculture, Makurdi, Benue State, Nigeria

Abstract
Teacher Education involves the policies and procedures designed to equip teachers with the knowledge and skills they require to teach effectively. Teaching practice (TP) is an integral part in teacher education because it allows student-teachers to apply the theories into practice. Effective preparation of student teachers in practical subjects could help them teach efficiently. The study was guided by three research questions; survey design was adopted for the study with a sample of (170) student teachers. An Instrument tagged Student Teachers Experiences in Teaching Practice Questionnaire (STETPQ) was used to collect data on how student teacher perceived teaching profession during teaching practice and the challenges thereon. The data collected were analyzed using weighted mean, Frequency and percentages respectively. The result indicated that on the overall, student teachers held strong perception of teaching profession in Benue State. Respondents agreed that teaching practice have made them to decide to take to teaching as a profession. Student teachers also faced different challenge ranging from personal preparation, class participation, class room management, instructional and evaluation problems. It was recommended amongst others that a proper orientation for student teachers should be carried out using efficient means of communication like; seminars, workshops, conferences and discussion before they go for teaching practice. This will prepare their mind for the challenges ahead.

Key words: Assessment, Teacher Education, Teaching profession, Teaching Practice, Teaching, Practice Teaching.

1.INTRODUCTION

The major purpose of assessment in teaching practice is to improve the quality of teaching by student teachers as it allows for the identification of those candidates who are doing well and those that need remedial assistance and help to enable student teachers improve their quality of teaching skills and competences. Assessment is seen as the thread that link all the elements in the study package together which begin with the identification of learning goals and ends with a judgment concerning the extent to which those goals have been achieved (Linn and Gronlund 1995; Nouwens and Towers 1997; Angelo 1999).

Lavey and Shriki (2014) defined assessment in educational context as the process in which students’ product, which are result of their knowledge and skills are measured. In teaching practice, assessment ensures that trainee-teachers who enter the teaching practice program exit with the requisite quality of teaching skills and competences. The assessment practices need to be continuous in character which is best achieved through combining lecturer and mentor lesson observation assessment, collegial or peer assessment and self-assessment by

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