Research article significance and delivery teaching practice: perception of distance education teacher trainees of The University of Cape coast, Ghana
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Date
2014
Authors
Orodho, John Aluko
Ampofo, S. Y.
Journal Title
Journal ISSN
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Abstract
The purpose of this study was to find out he perceptions of distance education teacher
traines of the University of Cape Coast Ghana regarding the significance and mode
of delivery of teaching practice at the instiution. The study had thre fold objectives;
i) to find out the perception of distance education teacher traines on the concept of
teaching practice, i)ascertain the perception of teacher traines on the importance of
teaching practice, and i)examine the chalenges facing distance education traines in
their teaching practice sesions. The study was premised on the theory of Learning
propounded by Edward Thorndike in 1920 which provides insight into what makes
people learn more efectively. The study used a descriptive research design. The
acesible population comprised of the entire 1,764 final year Diploma in Education
and post Diploma in Basic Education teacher traines who completed their centre
teaching practice during the 2012/2013 academic year. Stratified random sampling
was used to select 25.28 percent of the population based on the sector (Northern or
Southern) , region, centre and type of programme. A structured 4 –point Likert sale
questionaire was used to colect primary data from respondents. The quantiative data
was analyzed using the computer package for social sciences (SPS)-version 20.0 to
generate both descriptive and inferential statistics. The major findings of the study
were that majority of teacher traines of the Centres for continuing education,
University of Cape Coast perceive teaching practice to be an oportunity for them to
practice what hey ae taught and acquire practical experience on the job by equiping
them with requisite skils, knowledge and abilties to teach efectively. However,
majority also pointed out several chalenges that impede the smoth conduct of the
teaching practice exercise such as untimely visits by some supervisors, heavy
workloads and failure of university authorites to inform heads of their schols about
the exercise. It is recommended that teaching practice supervisors should be given
adequate resources to do their work as expected since teaching practice is perceived as
a worthwhile experience that develops prospective teachers profesionaly
Description
Keywords
Teaching practice, distance education traines, Profesional development and university of Cape Coast, Ghana
Citation
International Journal of Recent Scientific Research Vol. 5, Isue, 4, p.868-876, April, 2014