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COMPARATIVE ANALYSIS OF TEACHER EDUCATION PROGRAMME IN TERTIARY INSTITUTIONS: A CASE STUDY OF COLLEGES OF EDUCATION AND THE UNIVERSITIES

ABSTRACT

It is well known that the quality and extent of learners’ achievement are determined primarily by teacher competence, sensitivity, and teacher motivation. Thus, teacher education is a programme that is related to the development of teacher proficiency and competence that would enable and empower the teacher to meet the requirement of the profession and face the challenges therein. Teacher education, as given in Colleges of Education and Universities aim at ensuring adequate supply of teachers in schools and for Nigerians to get quality education that will help fight against the three enemies of development; which according to Nyerere, include ignorance, poverty and disease. Thus, the way and how these would-be teachers are trained and produced become very vital to the actual performance and classroom delivery. The study is a comparative analysis of how Colleges of Education and the Faculty of Education in the Universities prepare teacher trainees with the art and science of teaching, to produce optimal results. Training of teachers is an important component of teacher education. History of teacher education in Nigeria was thoroughly reviewed and Education courses offered in these two types of institutions were brought out and comparative analysis done on courses with practical orientation. Two research questions and two hypotheses were postulated to guide the study and their findings revealed that, more Education courses were taught in Colleges of Education (24 courses with 37 Credit Units) than

the Universities (19 courses with 49 Credit Units). More courses and programmes with practical bias were seen in Colleges of Education curriculum than in the Universities. Courses, such as Classroom Sit – in Observation (Year 1), Micro-teaching (Year 2) and a longer duration of Teaching Practice, all aided in preparing students in Colleges of Education for optimal classroom delivery. These courses and programmes were not noticed in the University curriculum, apart from Teaching Practice. Also, University students, even though they offer 19 Education Courses, they have a higher workload (Credit Unit) than their counterparts in Colleges of Education.Conclusions were drawn that students in Colleges of Education offer more Education courses than University students. Also, students in Colleges of Education are exposed more to the practical aspect of teaching than University students. Recommendations were made that National University Commission should incorporate more practical based Education Courses into teacher education programmes and the 6, 6 weeks of Teaching Practice should be expanded to become 3, 3 months, for second and third years (University Students). Also, both National University Commission (N.U. C) and National Commission for Colleges of Education ( N.C.C.E) should increase the number of Method Courses (course with practical bias) as these aim at exposing the teacher trainees to the different methods (ways) of classroom delivery. Information and communication technologies (ICT) should be incorporated into teacher training programme in order to teach students to gain knowledge and skills needed for the future knowledge society that we aspire to live in.

KEYWORDS: Teacher Education Programme, Tertiary Institutions, Colleges of Education, Universities

Mbuotidem Walter EKENG, Ph.D. And Mr. Abasima Edem BASSEY

AMERICAN SEASONED INTERNATIONAL JOURNAL OF HUMANITIES AND SOCIAL SCIENCE, VOL 5 NO 1,