Evaluating the Effectiveness of Teaching Practice: Experience of Northwest University, Kano-Nigeria

Ado Abdu Bichi, Aliyu Musa, PhD


Teaching Practice is an important component of teacher training program and the quality of supervision and duration are keys in achieving effectiveness. This paper evaluates the first organised teaching practice of Northwest University, Kano. A descriptive survey design was employed using a total sample of 237 comprising prospective teachers, supervisors, principals and teachers of cooperating schools. The instrument for data collection was a validated 45– items questionnaire with indicators of effectiveness as competencies acquired, supervision and attitudes developed by the researcher. Data collected through the instruments were analysed using SPSS 20; descriptive statistics (i.e Mean, and Standard Deviation) were computed to address the research objectives. Findings revealed that generally, the first organised teaching practice of the Northwest University, Kano was effective in terms of developing positive attitudes towards teaching and developing professional competencies of the students. However, supervision and duration are inadequate. Based on the findings, recommendations were made among which; Micro-teaching laboratory should be put in place and be used to prepare the students well before the actual practice, each student should be supervised by two or more supervisors to ensure objectivity and effective supervision. Similarly, the duration of teaching practice should be increased to meet the minimum required period as stipulated in the Benchmark Minimum Academic Standard (BMAS) for Nigerian universities.

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