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Perception of University for Development Studies, Faculty of Education Lecturers on the Preparation and Competences of the Student Teachers in the Faculty of Education

Received: 31 August 2015     Accepted: 16 September 2015     Published: 26 September 2015
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Abstract

Teacher quality matters enormously in the total scheme of schooling and student learning. Teachers and their roles influence students’ performance in significant ways. Therefore, this study intended to finding out the perception of lecturers on the preparation and competence of student teachers in the Faculty of Education of the University for Development studies. The case study design was used for all the 33 lecturers with professional teacher education background in the Faculty of Education for the data collection. The finding of the study shows that 23 (70.8%) of the lecturers perceived the student teachers to be fair in their preparation while only 10 (29.2%) perceived their preparation to be good. In terms of competence, 25 (75.8%) and 8 (24.2%) of the lecturers perceived student teachers to be fair and good respectively. Based on the findings, the duration of teaching practice exercise could be increased to ensure that student teachers gain more experiences on the field before graduation.

Published in Education Journal (Volume 4, Issue 5)
DOI 10.11648/j.edu.20150405.20
Page(s) 251-258
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Student-Teachers, Competence, Preparation, Perception and Professional Graduate Teachers

References
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[2] Alabi & Owolabi (2013). Perceived Quality of Trained Teachers by Lecturers in Faculty of Education of the University of IIorin, Nigeria. Journal of Counselling, Education and Psychology, vol. 3. Pg 115-132.
[3] Aneja, N. (2014). The Importance of Value Education in the Present Education System & Role of Teacher. International Journal of Social Science and Humanities Research. Vol. 2, Issue 3, pp: 2 (230-233). Available at: www.researchpublish.com.
[4] Alter, J. & Coggshall, J. G. (2009). Teaching as a clinical practice profession: implications for teaching preparation and state policy. Retrieved on June 15, 2014 from www.tgsource.org/.
[5] Best, J. W., & Kahn, J. V. (2003). Research in education. (9th ed.). Boston: Allyn and Bacon.
[6] Burchell, H. & Westmoreland, S. (2002). Relationship between competent-based education and students reflections on practice: A UK case study of initial teacher training. Retrieved on June 14, 2014 from http:/ 88-onlinelibrary.wiley.com/doi/10.1111/ijtd.1999.3.issue-2/issuetoc.
[7] Darling-Hammond, L. (2009). Teacher quality and students achievement: a review of state policy evidence. Journal of education policy analysis, 1, 88-114.
[8] Education commission of the state (2003). Eight questions on teachers’ preparation: what does the research say? http:/www.ecs.org/tpreport Retrieved on July 3, 2014.
[9] Evans, R. (2001). The Contribution of Japan's Education Economic Growth. In E. R. Beauchamp (Ed.), Windows on Japanese Education. New York: Greenwood.
[10] Farrant, J. S (2005) Principles and Practice of education. England: Longman Group Limited.
[11] Ijaiya, N. Y. S. (2008). The quality of teacher education in Nigeria. In A. Ejiogu & V. Onyene (Eds.). Emergent issues in Nigerian education. Lagos: Mukuganmu & Brothers Enterprise.
[12] Initial Teacher Training (ITT) – Training Provider (updated). Retrieved on November 9. 2014 from http:/www.tda.gov.uk/training-provider/itt.aspx?sc_lang=en-GB.
[13] Jegede, P. O. (2009). Assessment of Nigerian teacher educators’ ICT training. Issues in informing science and information technology, 6, 415-420.
[14] Levine, A. (2006). Educating school teachers. Retrieved on June 10, 2014 from www.edschool .org/pdf/educating_Teachers_report.pdf.
[15] Medley, D. Y., & Shannon, D. M. (1994). Teacher evaluation. In Husen, T. postlethwaite (Eds). The international encyclopedia of education, 2nd Edition, VolX. Oxford: pergamon.
[16] Noraini, I., Loh, S. C., Norjoharuddeeen, M. N., Ahmad, Z. A. R., & Rahimi, M. S. (2007). The professional preparation of teachers and the implementation of teaching and learning of mathematics and science in English, eurasia journal of Mathematics, Science and Technology Education, 3(2), 101-1100.
[17] Okpala, C. & Ellis, R. (2005). The perception of college students on teacher quality. Education, 126, 2,374-383.
[18] Ontario College of Teachers (2011) .the standards of teaching for the teaching profession. Retrieved on June 7, 2014 from http:/www.oct.castandards/standardsof practice.aspx? Lang CA.
[19] Selvi, K. (2010). Teachers’ competencies, culture. International Journal of philosophy of culture and axiology, VII, 1,167-175.
[20] Teachers’ registration council of Nigeria (2010). Nigerians Teachers Code of Conduct. Retrieved on June 15, 2014 from http:/www.trcn.gov.ng/index.php?page=15.
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  • APA Style

    Joseph Yaw Dwamena Quansah. (2015). Perception of University for Development Studies, Faculty of Education Lecturers on the Preparation and Competences of the Student Teachers in the Faculty of Education. Education Journal, 4(5), 251-258. https://doi.org/10.11648/j.edu.20150405.20

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    ACS Style

    Joseph Yaw Dwamena Quansah. Perception of University for Development Studies, Faculty of Education Lecturers on the Preparation and Competences of the Student Teachers in the Faculty of Education. Educ. J. 2015, 4(5), 251-258. doi: 10.11648/j.edu.20150405.20

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    AMA Style

    Joseph Yaw Dwamena Quansah. Perception of University for Development Studies, Faculty of Education Lecturers on the Preparation and Competences of the Student Teachers in the Faculty of Education. Educ J. 2015;4(5):251-258. doi: 10.11648/j.edu.20150405.20

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  • @article{10.11648/j.edu.20150405.20,
      author = {Joseph Yaw Dwamena Quansah},
      title = {Perception of University for Development Studies, Faculty of Education Lecturers on the Preparation and Competences of the Student Teachers in the Faculty of Education},
      journal = {Education Journal},
      volume = {4},
      number = {5},
      pages = {251-258},
      doi = {10.11648/j.edu.20150405.20},
      url = {https://doi.org/10.11648/j.edu.20150405.20},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150405.20},
      abstract = {Teacher quality matters enormously in the total scheme of schooling and student learning. Teachers and their roles influence students’ performance in significant ways. Therefore, this study intended to finding out the perception of lecturers on the preparation and competence of student teachers in the Faculty of Education of the University for Development studies. The case study design was used for all the 33 lecturers with professional teacher education background in the Faculty of Education for the data collection. The finding of the study shows that 23 (70.8%) of the lecturers perceived the student teachers to be fair in their preparation while only 10 (29.2%) perceived their preparation to be good. In terms of competence, 25 (75.8%) and 8 (24.2%) of the lecturers perceived student teachers to be fair and good respectively. Based on the findings, the duration of teaching practice exercise could be increased to ensure that student teachers gain more experiences on the field before graduation.},
     year = {2015}
    }
    

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    AB  - Teacher quality matters enormously in the total scheme of schooling and student learning. Teachers and their roles influence students’ performance in significant ways. Therefore, this study intended to finding out the perception of lecturers on the preparation and competence of student teachers in the Faculty of Education of the University for Development studies. The case study design was used for all the 33 lecturers with professional teacher education background in the Faculty of Education for the data collection. The finding of the study shows that 23 (70.8%) of the lecturers perceived the student teachers to be fair in their preparation while only 10 (29.2%) perceived their preparation to be good. In terms of competence, 25 (75.8%) and 8 (24.2%) of the lecturers perceived student teachers to be fair and good respectively. Based on the findings, the duration of teaching practice exercise could be increased to ensure that student teachers gain more experiences on the field before graduation.
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Author Information
  • Department of Social and Business Education Faculty of Education University for Development Studies, Tamale, Ghana

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