CHALLENGES FACING STUDENT-TEACHERS DURING TEACHING PRACTICE

EXERCISE IN FEDERAL COLLEGE OF EDUCATION (TECHNICAL), UMUNZE

Okonkwo Ogochukwu A.
Chikwelu E. E.

Abstract:
The purpose of the study is to identify the challenges facing student teachers of Federal College of Education
(Technical) Umunze during teaching practice exercise. In the pursuit of the objective of this study, four research
questions were formulated by the researcher as guide to the study. Survey design was adopted for the study and
the population consisted of 339 respondents from 3rd years in five schools in the degree unit of Federal College
of Education (Technical) Umunze. A structured questionnaire which consisted of 31 items in five sections was
used in eliciting information from the respondents. The data collected from the investigation were organized in
tables analyzed using the mean rating of 3.5 and above as accepted while mean rating below 3.5 regarded as
rejected. The result of data analysis of the study revealed some challenges facing student teachers during teaching
practice exercise which includes classroom management, environmental challenges, curriculum development
and instruction and supervisory challenges. Based on the findings, the following recommendations are made:
Proper attention should be given to the class management in order to achieve the specific objective, students
teachers should be provided with lodging accommodation by the practicing school, competent and dedicated
supervisors should be used in teaching practice supervision, adequate curriculum guidelines, facilities, reference
materials like textbooks etc. should be made available, students should be sent to high quality schools with
enabling learning environment.

Key words: Teaching practice, Curriculum, Teaching, Learning, Supervision and

Classroom management.

Introduction
Teacher education is an important aspect of our educational system. It involves the
preparation of teachers who are responsible for transforming our educational theories and policies
into practice.
The National Policy on Education (2004) highlights the purpose of teacher education to include
producing highly efficient classroom teachers for all levels of our educational system. For teachers
to teach competently and efficiently, they must be adequately exposed to both the academic
(theoretical) and practical aspects of teaching.
Teaching today is an invaluable asset to the society. Teaching is a process through which
a teacher applies his/her knowledge of the learners, subject matter and methodology to help an
individual learn. According to Ogunmosunle in Agusiobo and Udegbe (2002) teaching is the use
of educational knowledge, methods and space to educate whoever desires to be educated. It
involves direct contact between the teacher and the learner. It is a complex variety of mutual
activities undertaken by both of them (the teacher and the learner) in order to promote learning.
According to Okorie (1997) the professional education of teachers cannot be validated
without adequate preparation of prospective teachers for dynamic roles in today schools through
practice. The practical phase of teacher preparation commonly referred to as teaching practice is a
crucial aspect of teacher preparatory programme in teacher training institutions in general such as
school of education in colleges of education and faculties of education in Nigerian Universities.
Teaching practice is a period of time during which a student teacher is assigned to a specific
institution; primary or secondary school for a supervised teaching as one of the requirements for
graduation and effective teaching experience. Okorie in Agusiobo and Udegbe (2002) defined
teaching practice as a period that enables student teachers to learn about the actual work of the
teacher in the classroom as well as out-of-class experience.
Teaching practice provides the laboratory where a student practicalizes what he/she had
learnt concerning effective teaching. Student’s teaching practice is an important factor in preparing
students for future teaching assignments. According to National Teacher Institution, teaching
practice manual (2005), the general objectives of teaching practice are to enable the student
teachers;
a. Gain general experience-academic professional, social and physical related to teaching
profession.
b. Acquire a wealth of practical experience from all staff they are likely to be in contact with
through active participation in the school assigned responsibilities.
c. Bring the student teachers into direct contact with such significant issues as the functions and
responsibilities of various categories of school, staff academic and non-academic.
d. Develop competence in proper lesson preparation delivery and assessment.
To achieve the above objectives, the student teacher is usually required to undergo a twelve
weeks teaching practice to enable him/her acquire the expected skills which will position him/her
as a competent professional teacher.
During this period, the student teacher may be face with some challenges which include classroom
management, attitude of the supervisors towards the student teachers, curriculum development,
instruction and environmental challenges.
Learning environment according to Maduewesi (1990) include the classroom surroundings,
physical facilities in the classroom and teacher- student relationship. Physical environment
comprises all those equipment, materials, furnitureand learning space that make up the place where
learners learn. When all these things are made available to the student teachers, they will be
motivated to carry out the task assigned to them and the aim of teaching practice will be achieved
Supervisor is described as college representative (trained teacher) who is responsible for
coordinating the student teachers while teaching. He is also seen as somebody who guides and
coordinates the activities of teachers and other school personnel towards the realization of
educational objectives. He mediates between people and school programmes in order to ensure
that the processes of teaching and learning are improved (Ogunsaju, 1983).
Supervision is an essential activity that exists to help teachers do a better job. Supervision
is very important factor in teacher preparation because they help in the improvement of teaching
and learning processes. During teaching practice exercise, the attitude of supervisors toward the
student teachers can improve the ability and competence in the student teacher or it can mar the
objective of the exercise. When the student teacher is not properly supervised the whole exercise
will be unproductive. The supervision of student teaching practice should be regular. The
supervisor should be qualified and experienced so that he will be able to render to the student
teachers the desired help they need from him/her.
Curriculum can be viewed as the organized knowledge presented to learners in a school. It
is the overall plan for instruction adopted by a school system. This includes the subject matter to
be learned, the students, the teachers and the physical environments. It encompasses all the courses
or subjects to be studied in the schools with all the class activities and some extra curriculum
activities that the school offers to their students. It covers all the ideas, knowledge, values and
principles that the nation wishes to impart to their citizens. The curriculum is usually planned at
various levels by different people in order to contribute effectively to the achievement of
educational goals.
Curriculum development is the process of implementing the theoretical plan to attain educational
ends. It involves the analysis of the purpose of education, the designing of programme,
implementation of a series of related experiences and evaluation of the whole process. Saylor et al
(1981) see curriculum development as frequently used to describe the creation of curriculum
materials, including materials for use by students that are products of curriculum planning but not
in themselves curriculum plan. In order words curriculum development is the actual carrying out
of the plans including modifications where necessary.
Instructions are all the activities engaged in by the teacher with the aim of facilitating
change in the learners’ behaviour. It can be defined as the planned interaction between the leaner
and the learning activities. It is through this interaction that learning occurs. The student teachers
should employ various strategies and materials to bring out the desired learning from their students.
Such strategies may include lecturing, discussion and demonstration. The instructional materials
may include textbooks, pictures, objects and laboratory. Students teachers uses these materials to
carry out the task assigned to them so that there will be effective learning.

Statement of the Problem

The fallen standard of education in Nigeria has reached an alarming stage yet education is
the bedrock of development. Iniobong (2008) opined that the future of any nation depends on the
quality of her teachers. The National Policy on Education (2004) stated that no educational system
can rise above the level of its teaching staff. This shows the role of the teachers and the teacher
education programmes in national development. With the introduction of Universal Basic
Education, (UBE) in 1976, only well trained teachers can successfully translate the objective of
UBE to reality.
Teaching practice is one of the most important aspects of teachers training programme in
Nigeria aimed at exposing the student teachers to the field to carry out the theoretical knowledge
and experience into practice in real classroom situation under the supervision of a sound teacher.
In some cases, the objective of teaching practice may not be fully realized, this is because, most
student teachers after their student teaching experiences or even after their graduation from
college, still lack the required and necessary skills for which they were sent on teaching practice.
The inability to fully realize the objectives of teaching practice or the inability of student
teachers to perform to expectation can be attributed to certain challenges or inadequacies of the
programme. The challenges that face student teachers during teaching practice is what necessitates
the need for the study and hence the problem of the study.

Purpose of the Study

The main purpose of this study is to find out the challenges facing student teachers during
teaching practice exercise. Specifically, the study seeks to:
1. Determine the classroom management challenges facing student teachers during teaching
practice exercise.
2. Find out the environmental challenges facing student teachers during teaching practice
exercise.
3. Find out the curriculum development and instruction challenges facing student teachers
during teaching practice exercise.
4. Find out the supervisory challenges facing student teachers during teaching practice exercise.
Significance of the Study
The following people, organizations and establishment will benefit from the findings of
this study. Student teachers, teachers in primary and secondary schools, colleges of education and
universities, supervisors of teaching practice, government and future researchers.
Student teachers are the main benefactors of the findings in the sense that the study will
acquaint them with the challenges of the programme and the role they can play to surmount the
challenges. This will help them to be better graduates that are well equipped with what it takes to
face the realities of teaching.
It will enable our colleges and universities to equip their students with the rudiments of
teaching before sending them to teaching practice. It will also help to device means of removing
the problems and thus modify the programme. The removal of these hindrances will also make for
more effective organization and implementation of the programme.
The supervisors of teaching practice and the cooperating school teachers will through the findings
acquaint themselves with the best and effective measures to adopt in helping the student teachers
to realize or achieve the objectives of teaching practice.
Future researchers will benefit from these findings because the study will be as a reference
for their research in the near future.
Finally the findings of this study will benefit the general public because education is the
key to building a society.

Scope of the Study

The study was delimited to Year 3 degree students of Federal College of Education
(Technical) Umunze who have just finished teaching practice programme. The study specifically
focused on the challenges facing student teachers during teaching practice exercise.

Research Questions
The following research questions are developed to guide the study,
1. What are the challenges of classroom management faced by student teachers during teacher
practice exercise?
2. What are the environmental challenges faced by student teachers during teaching practice
exercise?
3. What are the curriculum developments and instruction challenges faced by student teachers
during teaching practice exercise?
4. What are the supervisory challenges faced by student teachers during teaching practice
exercise?

Objectives of Teaching Practice

Akbar(2002) stated that the aim of teaching practice is to help students develop the
competencies, personal characteristics, understanding, knowledge and skills needed in profession.
In specific terms according to him, teaching practice was designed to achieve the following
objectives;
1. To provide an opportunity to liaise with school environment. Its functioning and with
community and resources.
2. To provide for the exchange of ideas and methods between practicing school and teacher
training institution by teacher training institutions staff and students, perceiving new ideas
 material and equipment in use in practicing schools and introducing new ideas, materials and
equipment into the school.
1. To provide the prospective teacher with an opportunity of establishing an appropriate
teacher/ pupil relationship.
2. To provide an opportunity for evaluating the student potential as a teacher and suitability for
the teaching profession.
3. To develop personal relationship with others, administrators, teachers, parents and students.
4. To provide the future teachers with practical experience in school to overcome the problem
of discipline and enable him/her to develop method of control.
5. To provide with an opportunity to put theories into practice and to develop a deeper
understand of educational principles and their implication for learning.
6. To enable the student teachers effectively plan and prepare lesson.
7. To develop skills in the use of fundamental procedures, techniques and methods of teaching.
8. To develop desirable professional interest, attitudes and ideas relative to teaching practice.
9. To enable student teachers to acquire desirable characteristics traits of a teacher and to
display appropriate behavior.
10. To provide student teachers with an opportunity to have teaching evaluated and opportunity
to gain from the benefits of constructive criticism.
11. To provide an opportunity for self-evaluation and to discover own strength and weaknesses.

The Student Teacher roles in Teaching Practice

Okorie (2009) outlined some conditions the student teacher should bear in mind when
he/she is sent to a school on teaching practice in order to perform well. The condition includes;
1. His/her mode of behavior should reflect upon the institution that sent him/her as well as upon
the students.
2 He/she should know that he/she is at the school temporarily as a guest to train and to become
an effective teacher.
3 He/she should co-operate with the class teacher in order to ensure his success and
understanding of the class.
4 He/she should observe Parents Teachers Association (PTA) meeting.
5 He/she should be able to evaluate his own learning and that of his pupils/ student
6 The student teacher should be able to participate intelligently in matters affecting
contemporary education programmes.
7 The student teacher should participate in staff meeting.

The Supervising Teacher

The supervising teacher has various responsibilities and roles in the teaching practice.
Ali(2005). Enumerated some of the responsibilities to include;
1. Selecting student teaching centers.
2. Assigning student teachers to schools and supervisory teachers
3. Liaising between the colleges and co-operating school.
4. Assisting the student teacher in developing his student teacher programme, deciding on
objectives, time table, scheme of work, unit plans, lesson plans, evaluation techniques and
instructional materials.
5. Supervising the co-operating teacher and
6. Evaluating the student teaching practice.
 Research Methodology
The procedure used in carrying out this study includes; Research design, Area of study,
Population of the study, Sample and sampling technique, Instrument for data collection, Validation
of the instrument, method of data collection and method of data analysis.

Research Design
The research design adopted for the study was a survey design. A survey design is one in
which a group of people or items are studied by collecting and analyzing data for only a few people
or few items considered to be representing the entire group (Nworgu, 1991).

Area of Study
The study was carried out in the five schools of Education in the degree unit, Federal
College of Education (Technical) Umunze in Orumba South Local Government Area of Anambra
State, Nigeria.

Population of the Study

Table: 1 The population of the study comprised all the third year (3rd) degree students of
Federal College of Education (Technical) Umunze. The data was represented thus,

Schools No of students
Education. 117
Business Education. 96
Science Education 84
Home Economics Education 4
Industrial Technology Education 38
TOTAL 339

Source: Teaching Practice Unit Federal College of Education (Technical) Umunze.

Instrument for Data Collection

The instrument used for data collection was a structured questionnaire developed by
researcher. The questionnaire has two sections A&B. Section A of the questionnaire dealt with the
personal data of the respondents while section B was in four clusters organized in line with the
research questions. The items on the questionnaire were responded on a 5 point scale ranging from
strongly agree of 5 points to strongly disagree of 1 point.
Method of Data Collection
The researcher personally administered three hundred and thirty nine questionnaires to the
respondents in the different schools of Federal College of Education (Technical) Umunze and
collected back all on the spot.

Method of Data Analysis

The data was analyzed using means in order to determine the degree of agreement or
disagreement in each of the items; values were assigned to the rating scales as follows;
Strongly Agree - 5 points
Agree - 4 points
Undecided -3 points
Disagree -2 points
Strongly disagree - 1 points
The mean (X) was used in analyzing each questionnaire items.
The formula for the mean is as follows.
X = ∑Fx
N
Where,
X = mean
£ = summation
F = frequency
X = Nominal value
N = Number of responses
Mean (X) = 5+4+3+2+1 = 15
5 5 = 3.00
Since the five point rating scale was used for the instruments, the decision rule was based
on the mean 3.00. An interval scale of 0.5 was added to the mean of the nominal value thus 3.00
+ 0.5 = 3.5; hence item with mean response of 3.5 and above was regarded as accepted while any
mean below 3.5 was regarded as rejected.
Presentation of Results
The data are presented in tables and analyzed in accordance with the research questions.
Research Question I
What are the challenges of classroom management facing student teachers during teaching
practice exercise?
Table 2
Mean response of student teachers on the challenges of classroom management facing student
teachers during teaching practice exercise.
S/ ITMS STATEMENT REMAR
N SA A U D SD N X KS

1 Poor arrangement of 109 88 60 40 42 339 3.54 Accepted

the sitting position of
pupils/ students.
2 Controlling pupil’s 119 98 60 34 28 339 3.73 Accepted
movement in and out
of the class.
3 Controlling noise 107 90 72 34 36 339 3.58 Accepted
making.
4 Set inducing students. 120 97 80 25 17 339 3.82 Accepted
5 Improvisation in 122 101 79 20 17 339 3.86 Accepted
teaching.
6 Writing on the 92 76 42 69 60 339 3.21 Rejected
chalkboard.
.3.62

From table 2: The table reveals that items 1,2,3,4,5 respectively were accepted upon by the
respondents because these items receive the mean of 3.5 above which is within the acceptance
range and item 6 was rejected by the respondents.
Apart from item 6 all other items have mean of 3.5 and above which shows that respondents
accepted that these items contributes challenges to the classroom management during teaching
practice exercise.

Research Question II
What are the environmental challenges facing student teachers during teaching practice
exercise?
Table 3:
Mean responses of student teachers on the environmental challenges facing student
teachers during teaching practice exercise.
S/N ITEMS
STATEMENT SA A U D SD N X REMARK
7 Inability of student 60 67 4 90 78 33 2.83 Rejected
teachers to conform 4 9
to rules of the school
of practice.
8 Lack of 150 101 1 30 39 33 3.87 Accepted
accommodation for 9 9
the student teacher.
9 Lack of tables for the 142 109 1 37 41 33 3.81 Accepted
student teachers. 0 9
10 Lack of chairs for the 141 101 1 35 43 33 3.77 Accepted
student teachers. 9 9
11 Non co-operative 141 96 2 45 37 33 3.76 Accepted
attitude of the regular 0 9
teachers with student
teachers.
12 Non involvement of 62 60 3 10 86 33 2.74 Rejected
student teachers in 0 1 9
extra – curricular
activates.
13 Overcrowded 116 1 82 2 18 3 3 Accepted
classrooms. 0 2 3 .
1 9 8
1
14 Poorly equipped 170 1 10 2 19 3 4 Accepted
libraries. 2 0 3 .
0 9 9
1
15 Poorly equipped 165 1 15 2 14 3 4 Accepted
laboratories. 2 1 3 .
4 9 9
1
3
.
8
2

From table 3
The table reveals that items 7 and 12 had mean ratings of 2.8 and 2.7 which is below 3.5
and were rejected. Then items 8,9,10,11,13,14 and 15 were above 3.5 and were accepted. The
general mean score is 3.8 this shows that they are accepted in the sense that they are among the
challenges the student teachers encounter during teaching practice. It also shows that the student
teachers are not provided with the necessary facilities and comfortable environment to work on.
Research Question III
What are the curriculum developments and instruction challenges facing student teachers
during teaching practice exercise?

Table 4:
Mean responses of student teachers on the curriculum development and instruction
challenges facing student teachers during teaching practice exercise.
S/ ITEMS
N STATEMENT SA A U D SD N X REMARK

16 Inability of 120 90 15 40 74 339 3.57 Accepted

student
teachers to
master the
subject matter.
17 Inability of the 109 92 36 50 52 339 3.46 Rejected
student
teachers to
utilize
instructional
materials
properly.
18 Inability of the 126 56 15 58 84 339 3.24 Rejected
student teachers
to apply
appropriate
teaching skills.
19 Non availability 120 111 25 43 40 339 3.67 Accepted
of relevant
textbooks.

20 Non availability 98 120 20 53 48 339 3.49 Rejected

of curriculum
guidelines.

21 Writing of 40 40 29 111 119 339 2.32 Rejected

lesson notes.
22 Giving of 90 101 27 63 58 339 3.3 Rejected
written exercise 0
23 Marking student 129 102 20 48 40 339 3.6 Accepted
exercise 8
24 Inability of 107 102 27 59 44 339 3.5 Accepted
student teachers 0
to improvise
instructional
material.
25 Nervousness. 121 97 16 55 50 339 3.5 Accepted
4
3.37
 The table above represents the mean of responses of the respondents on the curriculum
development and instruction challenges facing student teachers during teaching practice exercise.
So far items in 16, 19, 23, 24, and 25 mean ratings where above 3.5 and were accepted while items
17, 18, 20, 21, 22 mean ratings were below 3.5 and were rejected.

Research Question IV
What are supervisory challenges facing student teachers during teaching practice exercise?

Table 5:
Mean responses of student teachers on the supervisory challenges facing student teachers
during teaching practice exercise.
S/ ITEMS REMARK
N STATEMENT SA A U D SD N X

26 The supervisors 20 21 15 120 163 339 1.93 Rejected

spent only few
minutes in your
class.
27 Supervisors 70 81 50 61 77 339 3.02 Rejected
impatience to go
through the lesson
notes
28 Lack of cordial 144 91 42 30 32 339 3.84 Accepted
relationship
between the
supervisor and the
student teachers.

29 Non co-operative 130 10 21 44 43 339 3.68 Accepted

attitude of the 1
regular teachers
with student
teachers.
30 Lack of feedback 150 10 19 39 30 339 3.89 Accepted
from supervisors 1
on students’
performance to
enable them take
corrections.
31 No supervision by 12 10 19 150 150 339 1.77 Rejected
some supervisors.
3. 02
The table above represents the mean of responses of the respondents on the supervisory
challenges facing student teachers during teaching practice exercise. So far items in 28, 29 and 30
mean ratings where above 3.5 and were accepted while items in 26, 27 and 31 mean ratings were
below 3.5 and were rejected.
 Summary of Findings
After the presentation and analysis of the above data on the challenges faced by student teachers
during teaching practice exercise, the following findings were made.
1. Classroom management poses challenges to the student teachers. Controlling of noise
making, pupils movement in and out of the class, improvisation in teaching constitute to challenges
student teachers faces during teaching practice.
2. Inadequate accommodation for student teachers in the staff room, poorly equipped
libraries and laboratories, non co-operative attitude of the regular teachers are not in line with
Akbar (2002) who suggested that student teachers should be provided with things that will enable
them participate as members of staff during the practice exercise.
3. Curriculum development and instruction pose a challenge to student teachers in the sense
that the curriculum- guidelines are inadequate, non availability of relevant textbooks, inability of
student teachers to improvise instructional materials also constitute a challenge.
4. Despite the fact that supervisors visits the student teachers in their practicing school, some
of them (Supervisors) lack cordial relationship with the student teachers and does not give them
feedback on their performance to enable them take corrections.

Discussion of Findings
Based on the analysis of data, some findings were made. These findings were discussed
appropriately.
Research question (one), sought to find out the challenges of classroom management facing
student teachers during teaching practice exercise. The findings from the study were in consonance
with Akubue (1991) who asserted that classroom management aims at encouraging and
establishing student self-control through a process of promoting positive student achievement and
behaviour. Table three revealed that classroom management challenges faced by student teachers
during teaching practice include controlling pupils’ movement in and out of the classroom making,
improper use of chalkboard, lack of improvisation by teachers, poor arrangement of sitting position
and inability to set induce the students while teaching.
Research question (two) sought to find out the environmental challenges facing student teachers
during teaching practice exercise. It was discovered from the study that lack of accommodation,
tables and chairs, non-co-operative attitude of the regular teachers, overcrowded classroom, poorly
equipped libraries and laboratories pose a big challenge to student teachers. This is in consonance
with Maduewesi (1990) who stated that learning environment should be made conducive in terms
of provision of good classroom, learning equipment and facilities etc for effective teaching and
learning.
From the findings on research question (three), it was observed that the relevant textbooks
needed for effective teaching and learning were not available, Student teachers were unable to
master the subject matter and marking of students exercises were difficult as a result of
overcrowded classroom. .
From the analysis of research question (four), the researcher discovered that there is lack of cordial
relationship between the supervisor and the student teachers. The findings also agreed with the
inability of the supervisor to give feedback to the student teachers on their performance to enable
them take corrections, this is in contrast to the words of Acheson and Gall (2003) who stressed
that supervision should not be an autocratic exercise but collaborative and interactive
 Implications of the Study
Teachers play key roles in instructional process in schools. Teachers are the main
determinants of quality in the schools. Okafor (1991) explained that the best way to produce
competent teachers is through avenues of professional training.
The study has some implication towards effective education teachers in Nigeria. Some of
the implication of this study is that when student teachers are uncomfortable they will not put in
their best during teaching practice exercise.
There is the possibility that the fund put into this exercise is wasted because the student
teachers may not improve for the simple fact that their problems remain unsolved. Moreso, the
standard of education of our country and her economy may be affected as a nation with half baked
teachers.

Conclusion:
The study confirms that within the student teaching practice experience, student teachers
encounter difficulties that result to problems associated with the classroom management,
conducive environment, curriculum- development and instruction and supervision.
Classroom management represents one of the major challenges identified by student
teachers during their teaching practice experience. Classroom management is challenging for
student teachers due to the difficulty providing realistic situation in the educational studies
classroom prior to student teaching. Contributing to this are classroom dynamics that vary widely
depending on the level of the classes, the time of day and the students. This approach provides a
practical approach that still falls short of simulating the experience but exposes student to real-life
situations, expectations and strategies in regard to dealing with classroom management.
Student teachers are expected to get the supervisors feedback to enable them take
corrections and make amends. The attainment of quality education will be a mirage without
adequate preparation of manpower that will dispense the knowledge. This calls for serious
consideration of stipulated strategies to be adopted in tackling the challenges which student
teachers face.

Recommendations:
Based on the findings of this research, the following recommendations are made:
1. Proper attention should be given to the classroom management by the student teachers in order
to achieve the specific objective at the end of the lesson in the classroom.
2. The Student teachers should be provided with lodging accommodation by the practicing
schools.
3. Adequate curriculum guidelines, facilities, reference materials like textbooks etc should be
made available to facilitate effective and efficient teaching and learning.
4. Competent and dedicated supervisors should be used in teaching practice supervision.
5. There is need for the government to provide good library facilities and laboratories.
6. Students’ teachers should be sent to high quality schools with enabling learning
environment.
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