INFLUENCE OF TEACHING PRACTICE EXPERIENCE ON THE PROFESSIONAL DEVELOPMENT OF STUDENT-TEACHERS IN DELTA STATE

CHAPTER ONE INTRODUCTION 1.1 Background of the Study Teaching is widely regarded as a deliberate effort aimed at fostering desirable transformations in learners’ knowledge, abilities, and behaviours. As a process, it comprises three integral elements: the teacher, the learner, and the instructional materials. A teacher can be fundamentally described as an individual who guides and facilitates this learning process (Adzongo, Shir, & Hembah, 2016). Within educational discourse, the terms teaching practice and practice teaching are often used interchangeably to describe the student-teacher’s initial opportunity to engage directly in the teaching and learning environment. In a broader perspective, this experience is systematically designed and implemented to help student-teachers attain proficiency in pedagogical principles and practices (Afe, 2003). Teaching practice holds a central place in teacher education programmes. It represents the capstone experience in the preparation of prospective teachers, offering them the first real opportunity to immerse themselves in the profession. This phase of training allows novice teachers to become acquainted with the norms, expectations, and professional culture of teaching. The performance of student-teachers during this period often serves as a useful predictor of their future effectiveness in the classroom. The growing importance and recognition of teaching practice have been identified as key contributors to the overall quality of teacher education programmes (Creemers & Kyriakides, 2006). Engaging with pupils during teaching practice typically evokes a strong emotional investment, mostly of a positive nature. Student-teachers often report a sense of personal and professional growth as they acquire experience and begin to connect with the culture of the teaching profession. The practical engagement challenges them, empowers them, and enables them to build confidence in their capabilities. Consequently, the core aim of teaching practice is to equip student-teachers with practical, hands-on experience in real classroom environments, thereby helping them understand the everyday responsibilities and complexities associated with the teaching profession. 1.2 Statement of the Problem There is a growing consensus on the urgent need to raise the standard of education in schools across the country. This concern has prompted education stakeholders to focus increasingly on various elements of the teacher education programme, with the goal of implementing strategies that can contribute meaningfully to educational improvement (Dunne & Wragg, 2009). Among these elements, teaching practice has been recognized as a crucial component in the professional development of student-teachers. It provides them with an opportunity to apply theoretical knowledge acquired during coursework and to gain firsthand experience of classroom instruction. Through teaching practice, student-teachers are exposed to a diversity of school settings—including rural and urban schools, small and large institutions, and both well-structured and less organized environments (Evans, 2006). This exposure helps them to confront real-world teaching challenges and understand the practical realities of the profession. Such experiences often reveal whether a student-teacher is adequately prepared for teaching and help to identify areas of strength and weakness in their instructional skills. However, not all student-teachers approach this period with the seriousness it requires. Some perceive teaching practice as a break from academic rigour and lecture assignments. Upon entering their placement schools, they are often surprised by the weight of responsibilities placed upon them—ranging from classroom management to administrative duties. These responsibilities can be overwhelming, particularly for those who are underprepared or have unrealistic expectations of the profession (Evans, 2006). Student-teachers who lack proper preparation frequently encounter difficulties in adapting to the demands of teaching and managing pupils effectively. It is against this backdrop that the present study seeks to investigate the impact of teaching practice exercises on the professional growth of student-teachers in Delta State. By exploring how student-teachers experience and respond to the challenges and opportunities provided during their practice teaching, the study aims to contribute valuable insights into improving the quality and effectiveness of teacher training programmes. 1.3 Objective of the study The main focus of this study is to examine Influence of Teaching Practice Experience on the Professional Development of Student-Teachers in Delta State. Specifically, the study seeks: 1. To examine the aim of teaching practice in teachers education. 2. To investigate the stages of teaching practice during trainee teacher practice. 3. To determine the importance as well the impact of teaching practice exercise onstudent teachers’ Professional Growth. 1.4 Research Questions The following questions have been prepared to guide the study 1.What is the aim of teaching practice in teachers education? 2. What are the stages of teaching practice during trainee teacher practice? 3. What is the importance of teaching practice exercise on student teachers’ Professional Growth. 1.5 Research hypotheses The research is guided by the following hypothesis. HO1: Teaching practice is not important to teachers' training and education. HO2: There is no significant impact of teaching practice on trainee teachers’ professional growth. 1.6 Significance of the study The study will be relevant to professional teachers but more pivotal to trainee teachers. Findings from the study will equip the trainee teacher with the need to take teaching practice seriously as it equips them with first-hand experience of what is expected from them when they turn professionals. Hence, it will prepare them with techniques and strategies for maneuvering any challenge they may face. The study will also contribute to the body of knowledge and also serve as reference material to researchers and students who wish to conduct further research in this study.  1.7      Scope of the study The scope of this study borders on the Influence of Teaching Practice Experience on the Professional Development of Student-Teachers in Delta State. The study is however delimited to Delta State. 1.8 Limitation of the study The following factors poses to be a limitation during the course of this research. Financial constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview). Time constraint: The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work 1. 9. Definition of terms Teaching Practice: Teaching practice is a period that a student teacher spends teaching at a school as part of his or her training.The purpose of teaching practise is to provide the students with an opportunity to apply their pedagogical knowledge and skills in practice.One of the aims is also that the student will be able to understand his/her role in the larger whole of the profession and in the extended operational environment of the school. Professional Growth:Professional growth essentially refers to gaining new skills and work experience that can help you reach a goal in your career. Professional development is learning to earn or maintain professional credentials such as academic degrees to formal coursework, attending conferences, and informal learning opportunities situated in practice.