ABSTRACT
This is a survey research related to find out the attitude of student-teachers towards teaching practice course. The objective of this study were to find out the attitude of student- teachers towards teaching practice course and to compare the attitude of male and female student-teachers towards teaching practice course in college of Education, Warri, Delta State.
The student-teachers were chosen by stratified random sampling techniques. 200 Student-teachers were sample of the study out of them 120 were male student teachers and 80 were female student-teachers. There were 28 statements of questionnaire. Each statement, five point Likert scale were used. The statistical device – test with 0.05 level of significance was applied to find out the opinions of student- teachers towards teaching practice course and t-test with 0.05 level of significance was applied to find the significance difference between male student-teachers and female student teachers.
The major findings and conclusion of the study are summarized as follows, there was positive attitude towards teaching practice course and no significance difference between attitude of male student-teachers and female student-teachers towards teaching practice course.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The aim of any teacher programme is to turn out good and dedicated professional teachers. This aim no doubt demands both knowledge that is academic competencies, skills and practical experiences oh how to put theory learnt in general education, general principles of teaching into practice in the classroom.
Teaching practice has been an aspect of teacher education right from the time immemorial. Andrew bells introduced in (1788) the memorial system whereby an experienced teacher used some selected pupils in the school to teach other school pupils, while the experienced teacher sees himself as an overall supervisor and inspector of work being done by the monitorial teacher in training.
The pupil teacher system which succeeded the system is another form of teaching practice whereby a pupil teacher were attached to an experienced teacher during the school hours to carry out his pedagogical work from partaking careful note of how the master teacher taught and managed classroom as well as the department and comportment of both teacher and pupils. Just like any other student apprentice teacher, the pupil teacher was occasionally given the opportunity and allowed to try his hand on handling the class for the experienced teacher to watch critically and make comments.
However the monitorial teacher system seem to be this traditional form of teaching practice exercise. It is now a fact quite undisputable that until recently teachers education was almost entirely practical.
Although it is still the most common element in the training programmes, its modes of operation has been largely restricted. When teacher training was given in a small off Campus College, the professional training in classroom and school management method of teaching was the province of the master or mistress method in the operation, it was essentially an apprenticeship system has undergone some considerable innovation and changes.
