The role of teaching practice in teacher education programmes: designing framework for best practice

Full text

DOI:
http://dx.doi.org/10.4314/gjedr.v16i2.4
GLOBAL JOURNAL OF EDUCATIONAL RESEARCH VOL 16, 2017: 101-110
COPYRIGHT© BACHUDO SCIENCE CO. LTD PRINTED IN NIGERIA. ISSN 1596-6224
www.globaljournalseries.com; Info@globaljournalseries.com
THE ROLE OF TEACHING PRACTICE IN TEACHER
EDUCATION PROGRAMMES: DESIGNING FRAMEWORK
FOR BEST PRACTICE
GENEVIEVE AGLAZOR
(Received 17, July 2017; Revision Accepted 9, August 2017)
ABSTRACT
The teaching practice exercise is the culminating point where the relationship among the three major
players: university supervisor, host teacher, and aspiring teacher interface to determine the quality of
experience the aspiring teaching will take away. It becomes the bedrock on which the aspiring teacher
once certified and employed builds his/her professional identity. It is therefore, necessary that aspiring
teachers are paired with competent, knowledgeable and concerned university supervisors to help them
assume the full range of duties of a teacher during this hands-on training period. Host teachers have
equally vital influence in aspiring teachers’ professional growth and development. This paper outlines
the rudimentary elements involved in designing teaching practice field exercise for the student teachers.
INTRODUCTION
Philosophy of Teaching Practice
Good teaching practice is a key influence
on student learning - a desired outcome and
primary goal of higher educational institutions.
Teachers strive to meet the principles of good
practice in an effort to provide the best learning
experience for their students - Flinders
University.
Student Teaching is the most important
experience in teacher education programme and
is generally based on a country’s National
Education policy. Teaching practice is a
compulsory course for all aspiring student
teachers registered in a teacher preparation
programme in Nigeria. It is one-semester in
duration; usually lasting from the beginning to the
end of the First Semester of the final year of
students’ training. During this period, most
programmers focus on:
• Instructional planning
• Instructional technology
• Micro-teaching mentoring (Model
Teaching, Assessment, Feedback
Reports etc.)
• Studies in teaching methods
• Posting of students to schools where
they can practice their major courses of
study
The Student Teaching Program at any
higher institution is a well-structured programme
designed to provide an opportunity to develop
and evaluate aspiring teachers’ competence in
an actual classroom within school settings. In a
paper on Global exposure presented at the
Research Seminar Series, Aglazor(2011) noted
that field-based experiences such as study
abroad and student teaching are intended to
bridge theory and practice. The teaching practice
exercise is the culminating point where the
relationship among the three major players:
university supervisor, host teacher, and aspiring
teacher interface to determine the quality of
experience the aspiring teaching will take away. It
becomes the bedrock on which the aspiring
teacher once certified and employed builds their
professional identity. It is therefore, necessary
that aspiring teachers are paired with competent,
knowledgeable and concerned university
supervisors to help them assume the full range of
duties of a teacher during this hands-on training
Genevieve Aglazor
,
Department of Curriculum & Teaching, University of Calabar, Calabar, Cross
River State, Nigeria.
101

period. Host teachers have equally vital influence
in aspiring teachers’ professional growth and
development.
A College of Education or University
Faculty of Education Teacher Education
Programme is informed by its institution’s unique
vision and mission. For validity, education
programmers’ must be guided by their
institution’s vision and philosophical theories.
This underscores the reason why programmers
must make sure their student teachers
understand both the institution and programme’s
educational philosophy.
COURSE DESCRIPTION
A course description is a brief statement
designed and intended to inform students about
the subject matter, content, breadth and practical
applicability of the course. It is also used to
inform for student enroll and transfer. Students
like to know what they are going to learn in a
course before they enroll in a course. Also, if a
student transfers to another institution, the course
description helps them identify transferable and
equivalent courses to the new school.
Additionally, it is used for institutional
accreditation as proof of content covered in the
different subject areas.
In the tradition of best practice, all
courses are expected to have course
descriptions; so does Teaching Practice. It is
important that your faculty of education design a
course description for your teaching practice
programme.
SAMPLE COURSE DESCRIPTION
This Teaching Practice course (EDU
0000) is based on National Universities
Commission and the National Policy on
Education mandate for Basic primary and
secondary education programmes. The Student
Teaching Programme is designed to develop and
evaluate student teachers’ competence in actual
classroom and school settings. The programme
is intended to bridge theory and practice by
providing opportunity for hands-on learning for
Student Teachers. Consequently, participants are
given the opportunity to demonstrate clear
understanding of best practice in different
teaching methods to meet students’ learning
needs and classroom management skills. Relying
on the partnership of competent, knowledgeable
and caring cooperating teachers and host
schools, Student Teachers assume the full range
of duties of a teacher in real classrooms. Based
on meaningful mentoring and collaboration
among University Supervisors, Cooperating
Teachers and the Student Teachers at the end of
this field experience participants would
demonstrate clear understanding of best practice
in students’ developmental levels, different
teaching methods to meet students’ learning
needs and classroom management skills.
OBJECTIVES OF TEACHING PRACTICE
According to National Universities
Commission (NUC, 2007) Benchmark and
National Commission for Colleges of Education
(NCCE, 2015), the following sets of objectives
have been established for why teaching practice
is a mandatory component of teacher training.
i. To expose student-teachers to real life
classroom experiences under the
supervision of professional teachers.
ii. To provide the forum for student-teacher
to translate educational theories and
principles into practice.
iii. To enable student-teachers discover
their own strengths and weaknesses in
classroom teaching and provide
opportunities to enable them address
their weaknesses and enrich their
strengths.
iv. To familiarize student-teachers with real
school environment as their future work
place.
v. To provide student-teachers with an
opportunity for further acquisition of
professional skills, competencies,
personal characteristics and experience
for full-time teaching after graduation.
vi. To help student-teachers develop a
positive attitude towards the teaching
profession.
vii. To serve as a means of assessing the
quality of training being provided by
teacher training institutions.
Teaching Practice Committee
Teaching Practice Committee is a vital
tool to programme managers. Depending on the
size of your school, your teaching practice
committee serves as an advisory board for
decisions and changes that lead to programme
improvement. Membership of the teaching
practice committee can be by appointment or
selection. One objective way to go about it is to
102
GENEVIEVE AGLAZOR

have a faculty member from every department in
the Faculty of Education and other departments
whose students participate in teaching practice
field experience. So the teaching practice
committee should be a balanced representation
of the faculty of education. The different roles that
can be assigned to committee members include,
but not limited to:
Coordinator of T P/Chair of T P Committee,
Secretary, Members, Social Secretary
Duties of committee members include
searching for and securing schools for teaching
practice, field supervision and first line
respondents in times of crisis at host schools. It is
suggested that committee members’ contact
information be made available to students on
teaching practice should they need advice and
support at any point during their field experience.
The chart below is only a guide and should be
modifies to suit your institution and programme
needs.
Teaching Practice Triad
This triangle is also referred to as
‘Student Teaching Triad. Success of teaching
practice depends on the collaboration among
cooperating teacher, university supervisor and
aspiring teacher. The primary goal of this team is
to guide the aspiring teacher to successful
completion of teaching practice. It is important for
the team to have a clear understanding of the
programme expectations for teaching practice
participants. To function as a team,
communication and positive interaction are
necessary ingredients needed for clarity of
purpose and for collaboratively guiding,
mentoring and supporting student teachers.
The Aspiring Teacher’s field experience
is the culminating activity for teacher candidates.
Efforts should be made by programme managers
to place aspiring teachers at schools and
subjects that corresponds with their intended
teaching license.
Cooperating Teachers are integral to
successful professional teacher training or
teacher education programme. They are field
mentors due to their experience in the
classrooms. They are expected to guide student
teachers during their teaching practice in areas of
instructional design, classroom management,
Cooperating
Teacher
University
Supervisor
Teaching
Practice
Aspiring
Teacher
THE ROLE OF TEACHING PRACTICE IN TEACHER EDUCATION PROGRAMMES
103

assessment and broader notion of being a
teacher.
Different institutions may have
established standards that cooperating teachers
must meet in order to host their student teachers.
For example, cooperating teachers should have a
minimum of three years of teaching experience at
their current school. This will provide them
enough knowledge about the school and the
system to guide student teachers. Cooperating
teachers should be required to complete a course
or seminar in supervision of student teachers.
They should also hold some kind of teaching
license.
The University Supervisor who is the
third prong of the triad should be well acquainted
with the professional teacher training or teacher
education programme and performance
expectations for the student teacher. They are
the performance experts charged with evaluating
and assessing student teachers during teaching
practice. Ideally, supervisors should visit and
meet with student teachers at their assigned
postings at least three times during the twelve-
week field experience to enable the supervisors
make informed decisions regarding aspiring
teachers’ progress and performance in as
prospective classroom teachers. The first
meeting should be at the beginning of the
teaching practice. At this meeting supervisor
should set expectations, answer any questions
that the student teacher may have. The second
meeting should be evaluative in nature; where
the supervisor observes the student teacher and
provide feedback, set on-going goals and answer
any new questions that the student teacher may
have. The final meeting should be a conclusive
evaluation meeting to determine completion of
the field experience and final grade. The
supervisors also facilitate the scheduled
meetings among cooperating teachers, student
teachers and supervisors otherwise known as
‘Triad Meetings’ to ensure open communication
regarding overall programme and successful
completion of teacher education requirements for
licensure. Triad meetings also provide
opportunities for student teachers to discuss in a
safe supportive environment and issues that
emerge during field experience. Supervisors are
also responsible with assigning final grades for
completing student teaching.
Primary Goals of Teaching Practice
The central goal of Student Teaching
Programmes is to provide aspiring teachers
challenging, relevant and rewarding field
experiences to inculcate essential teaching skills
and professional growth.
Teaching Practice is an opportunity for aspiring
teachers to understand the role and operation of
how the business of schooling is done. This field
experience provides a challenging yet rewarding
experience of working with students in actual
classrooms and acquiring professional
competence. It is believed that these experiences
have the potential to enhance the teachers’
acquisition of professional competence. Acquired
experiences will include among other things, their
ability to assume the various responsibilities of
the classroom teacher as shared by Saphier,
Haley-Speca & Gower (2008).
 Plan and deliver instruction that meets
the learning needs of all students
regardless of their individual learning
styles, developmental and cognitive
levels.
 Organize and manage the classroom
environment for maximum academic
performance.
 Manage classroom interactions and
student’s behavior to create safe,
conducive learning atmosphere for
student academic success.
 Work cooperatively and collaboratively
with students, parents, and other
members of school community for the
benefit of students learning.
 Exercise decision making in identifying
and using age, content and grade level
appropriate instructional strategies in
lesson delivery.
 Using appropriate assessment tools and
methods to determine student learning
 Use reflective practice to evaluate
effectiveness of meeting intended
instructional objectives.
 Create a dynamic classroom
environment which fosters positive,
effective communication among
students, teachers, parents and other
members of school community.
 Demonstrate self-confidence and
knowledge of your content and the
importance of your curriculum to
students’ everyday life.
 Understand the role and operation of the
school
104
GENEVIEVE AGLAZOR

 Respect and work effectively with
students of varying backgrounds and
cultures
 Assume the various responsibilities of
the classroom teacher
 Plan instruction and learning experiences
which recognize the individual needs and
differences of students
 Organize and manage the classroom
environment to maximize learning
 Manage classroom interactions and
student conduct to create a positive
climate for learning
 Identify and use appropriate instructional
techniques, methods, and resources
 Evaluate learning to determine the extent
to which instructional objectives are
achieved by students
 Establish positive and effective
communication with students, parents,
colleagues, administrators and
community members
 Accept and assume the responsibilities
associated with being a competent
professional and lifelong learner
 Recognize and practice self-reflection for
the purpose of personal professional
growth.
Ethical Standards for Nigerian Teachers
From a philosophical standpoint, ethics are moral
beliefs and rules about right and wrong. It is also
the study of questions about what is morally right
or wrong. The businessdictionary.com defines
ethical standards as “Principles that when
followed, promote values such as trust, good
behavior, fairness, and or kindness.” Applying
this to the teaching profession, the Trade Union
of Education in Finland notes that because
teaching is regarded as a profession, it requires
its own code of “quality control.” It adds that
many other professions throughout the
generations ‘have set themselves ethical
guidelines that express the attitudes and sense of
responsibility that its members are required to
show toward their work and clearly stating the
common values and principles that they should
possess with respect to their profession.’
This notion led regulatory bodies in Nigeria
education system to establish standards, rules
and code of ethics for teachers.
The Teachers Registration Council of Nigeria
(TRCN) was born in 1993 as a professional
regulatory body to oversee Nigeria’s education
professional standards. It acknowledges that the
teaching profession in Nigeria now has the
features associated with other noble professions.
It notes that these features are collectively called
‘Professional Standards’ which “clearly and
precisely define the core values, ideals and
conduct that the professional must exhibit.”
(TRCN 2012, P. 1). Its stated mission includes
assuring teacher excellence and professionalism
across all levels of the education system,
overseeing the effective registration and licensing
of teachers, monitoring and supervising teacher
education programmes as well as maintaining
discipline within the profession (TRCN 2012).
In addition to establishing minimum professional
knowledge, skills, membership obligation and
guidelines for induction, the TRCN also instituted
the following standards on professional values,
attitudes and conduct:
THE ROLE OF TEACHING PRACTICE IN TEACHER EDUCATION PROGRAMMES
105

The Teachers Registration Council of Nigeria (TRCN) professional values, attitudes and conduct:
Teachers…
Honor learners’ rights and dignity Serve as model and mentors to learners
Have empathy for learners Are corruption-free
Maintains confidentiality of learners’ personal
information
Do not administer corporal punishment on learners
Shun sexual and related abuses of power Inspire self-discipline among learners
Are vanguard against examination misconduct Check their ideological beliefs in dealing with
learners
Uphold learners human right and discourage any
form of discrimination
Do not plagiarize
Promote democratic decision-making Control personal bias and apply objectivity in
discharge of their professional duties
Contribute to academic development through
teaching, research and community service
Treat parents and guardians with respect and
courtesy
Stick to their areas of professional competence Project exemplary character in society
The above list of expectations outlined by the
TRCN is an indication of the effort made by the
National Assembly of the Federal Republic of
Nigeria to regulate and standardize the quality of
the teaching profession in Nigeria.
Earlier, in 1969, the Nigerian Union of Teachers
(NUT) had formulated professional code of ethics
for Nigerian teaching profession. While the main
purpose for the NUT was to regulate the
behaviour of teachers, the Ontario College of
Teachers, a world class teacher education
institution states that the purpose for ethical
standards for the teaching profession is as
follows:
 to inspire members to reflect and uphold
the honour and dignity of the teaching
profession
 to identify the ethical responsibilities and
commitments in the teaching profession
 to guide ethical decisions and actions in
the teaching profession
 to promote public trust and confidence in
the teaching profession
(Ontario College of Teachers, 2007.
http://www.oct.ca/public/professional-
standards/ethical-standards)
In his review of ethical standards for Nigerian
Teachers, Professor Durosaroof the Faculty of
Education, university of Ilorin, Nigeria notes that
ethics have to do with moral uprightness in
dealing with others(Durosaro, 2015). When
applied to a profession, it refers to moral
principles or rules of conduct or social control
mechanism that governs the actions of members
of an occupation. In essence, professional code
of ethics stipulates rules and regulations which
are intended to guide and regulate the conduct of
the members of the profession (Ingvarson, 1998).
While the focus here is Nigeria’s code of ethics, it
is further enlightening to be aware of standards
observed by teachers in other parts of the world.
Aglazor & Obi (2016) joins the professional
bodies Nigerian ethical standards and Ontario
Public Professional standards in the chart below
to highlight some standards.
106
GENEVIEVE AGLAZOR

Nigeria Union of Teacher’s Code of Professional Ethics Canada’s Ethical Standards for the Teaching
Profession
Commitment to the student:
The primary obligation of
the teaching profession in Nigeria is to guide children,
youths and adults in the pursuit of knowledge and skill to
develop healthy attitudes and enable them live in
harmony with all other Nigerians, and to become happy,
useful and responsible citizens. The ultimate strength of
the nation lies in the social responsibility, economic
competence and moral strength of individuals.
Commitment to parents. We members of the teaching
profession share with parents the task of shaping each
student’s behaviour towards socially acceptable ends.
We share with all other citizens’ responsibility of the
development of sound public policy. We are accountable
for participating in development of sound educational
programmes and policies and of interpreting them to the
public.
Commitment to the community. Teaching profession
in Nigeria occupies a position of public trust involving not
only the individual teacher’s personal conduct, but also
the interaction of the school and community. Education
is most effective when these many relationships operate
in a friendly cooperative and constructive manner.
Commitment to the employer. The members of the
teaching profession in Nigeria are inescapably involved
in employer—employee relationship. For the purpose of
fulfilling our obligation to our students the State of our
nation, employ—employee relationship should be so
regulated that there shall be mutual respect,
understanding and good faith.
Commitment to the profession. The teaching
profession is a unique occupation and we believe that
the quality of the services of the teaching profession in
Nigeria directly influences the future of the nation and its
citizens. We strive to give our best to the nation by
making the teaching profession attractive so as to
encourage persons worthy of the trust to take up
teaching as a career.
Care
The ethical standard of Care includes
compassion, acceptance, interest and
insight for developing students' potential.
Members express their commitment to
students' well-being and learning through
positive influence, professional judgment
and empathy in practice.
Respect
Intrinsic to the ethical standard of Respect
are trust and fair-mindedness. Members
honour human dignity, emotional wellness
and cognitive development. In their
professional practice, they model respect for
spiritual and cultural values, social justice,
confidentiality, freedom, democracy and the
environment.
Trust
The ethical standard of Trust embodies
fairness, openness and honesty. Members'
professional relationships with students,
colleagues, parents, guardians and the
public are based on trust.
Integrity
Honesty, reliability and moral action are
embodied in the ethical standard of Integrity.
Continual reflection assists members in
exercising integrity in their professional
commitments and responsibilities.
The role of teaching practice in teacher
education
There is overwhelming consensus that
teaching practice is central to teacher education
programmes everywhere in the world (Kasanda,
1995; Ngidi & Sibaya, 2003:18; Marais & Meier,
2004:220; Perry, 2004:2). Different institutions
and teacher education programmes design or
adopt teaching practice policies that are informed
by the institution’s mission and vision. This
mission must be anchored on the belief that
aspiring teachers need to clearly understand the
responsibilities they are about to undertake.
Additionally, aspiring teachers need to be
adequately prepared for the classroom by
providing enough hands-on practice during
teaching practice field experience. Menter
(1989:460) reiterates the notion of teaching
THE ROLE OF TEACHING PRACTICE IN
TEACHER EDUCATION PROGRAMMES
107

practice as an experiential practice by
highlighting literature associated with the
apprenticeship model to the concept of
field/school experience. Similarly, Lave & Wenger
(1991) point out that regardless of how it may be
envisaged, the notion of teaching practice is
entrenched in experience-based learning initiated
by Dewey (1938), Vygotsky's (1978) social
cognitive theory, and founded on the premise of
situated learning.
This preparation takes many dimensions
in scope and in content. During the one semester
field experience, student teachers are expected
to observe, learn and participate in all teaching,
learning and general schooling activities.
Teaching practice provides opportunities for and
enables aspiring teachers to:
1. Get to know the school community which
includes mentor teacher, school
administrators, students, classroom and
school routines.
2. Gradually begin taking over some daily
classroom and school responsibilities
(e.g., morning business, supervising
students at recess, taking students to
and from lunch and other classes).
3. Work with individuals and small groups,
and whole class as assigned by mentor
teacher.
4. Develop a communication plan with
mentor and field supervisor (e.g., calls,
emails, logs, journals).
5. Learn to develop a semester teaching
plan (co-teaching and solo) with mentor
teacher and supervisor.
6. Attend staff and other school related
meetings (e.g., parent conferences, IEP
meetings).
7. Begin to take over more daily
responsibilities and teach whole class
lessons.
8. Plan and co-teach with mentor teacher
as scheduled.
9. Plan and solo teach for a designated
period of time each day.
10. Develop and present lesson plans to
mentor teacher in advance for guidance.
11. Take complete responsibility for
classroom.
12. Schedule mid-semester conference with
mentor teacher for evaluation purpose.
13. Plan and prepare for supervisor visit
based on feedback from mentor teacher.
14. Undergo supervision by university
supervisor(s).
15. Schedule end-of-semester conference
with mentor teacher and field supervisor.
16. Reflect on overall field experience and
develop ongoing professional growth
plan.
17. Complete and sign end-of-semester
evaluation forms.
CONCLUSION
It is noteworthy that while their Canadian
colleagues emphasized character traits in their
professional ethical standards, Nigeria standards
focused on duty and relationships. It is also
important to note that one cannot dismiss the role
of culture in thought processes that gives birth to
these values. For global relevance, it is
recommended that both standards be practiced.
REFERENCES
Aglazor, G., 2011. Global exposure: Preservice
teachers’ perspective on the role of study
abroad. Paper presented at Research
Seminar Series by Career and Technical
Education, Department of Curriculum
and Instruction, College of Education,
Purdue University, March 25
th
, 2011
Aglazor, G. N and Obi, F. B., 2016. Teaching
practice handbook for programmers,
students and supervisors. University of
Calabar Press, Calabar, Nigeria.
Dewey, J., 1938. Experience and Education. New
York: Collier.
Durosaro, D. O., 2015. Code of ethics in the
teaching profession, http://distantlibraryn
g.blogspot.com.ng/2015/02/nigerian-
union-of-teachers-code-of.html
Good Teaching Practice - Flinders
University.https://www.flinders.edu.au ›
... › Teaching evaluation gateway.
Kasanda, C. D., 1995. Teaching practice at the
University of Namibia: Views from
student teachers. Zimbabwe Journal of
Educational Research, 7:57-68.
Lave, J and Wenger, E., 1991. Situated learning.
New York: Cambridge University.
108
GENEVIEVE AGLAZOR

Marais, P and Meier, C., 2004. Hear our voices:
student teacher’s experience during
practical teaching. Africa Education
Review, 1:220-233.
Menter, I., 1989. Teaching Stasis: Racism,
sexism and school experience in initial
teacher education. British Journal of
Sociology of Education, 10:459-473.
Ngidi, D. P and Sibaya, P. T., 2003. Student
teacher anxieties related to practice
teaching. South African Journal of
Education, 23:18-22.
Perry, R., 2004. Teaching practice for early
childhood. A guide for students. Available
at http://www.Routledge.comcatalogues./
0418114838.pdf. Accessed 18 July 2007
Saphier, J., Haley-Speca, M. A and Gower, R.,
2008. The skillful teacher: Building your teaching
skills (6 Ed.). Acton, MA: Research for
better teaching.
The Teachers Registration Council of Nigeria
(TRCN)., 2012. Professional Standards for
Nigerian Teachers. Federal Republic of
Nigeria; Abuja Nigeria
Vygotsky, L., 1978. Mind in Society: The
development of higher psychological
processes. Cambridge: Harvard
University Press.
Other sources consulted
Teaching practice (n.d.). Collins English
Dictionary - Complete & Unabridged 10th
Edition. Retrieved April 19, 2017 from
Dictionary.com website
http://www.dictionary.com/browse/teachi
ng-practice
Cohen, D. K., Raudenbush, S. W and Ball, D. L.,
2002. Resources, instruction, and research. In F.
Mosteller and R. Boruch (Eds.), Evidence
matters: Randomized trials in education
research (pp. 80-119). Washington, DC:
Brookings Institution Press.
Orlando, M., 2013. Nine Characteristics of a
Great Teacher. Faculty Focus.
http://www.facultyfocus.com/articles/philo
sophy-of-teaching/
Federal Ministry of Education., 1987. Code of
Conduct and guidelines for the teaching
staff.
Kagan, S and Kagan, M., 2009. Kagan
Cooperative Learning. San Clemente,
CA: Kagan Publishing.
www.KaganOnline.com.
National Center for Manpower Development
(NCMD). Course manual for training and
development exercise for administrators
of schools. Tobaino DC Press Ltd,
Lagos.
Robson, G. D., 1991. Continuous process
improvement: Simplifying work flow
systems. Simon and Schuster, NY.
C. A. R. E.: Strategies for closing the
achievement gaps training manual
Association for Supervision and
Curriculum Development (n.d.). Student
style traits: Auditory, Visual, Kinesthetic
Slavin, Robert E., 1991. Student Team Learning:
A Practical Guide to Cooperative
Learning. National Education
Association. Washington D.C.: 1991.
The Teachers Registration Council of Nigeria
(TRCN)., 2010. The Teachers Registration
Council of Nigeria: Mandatory continuing
professional development programme.
Mbawa Communication Press Ltd.; Abuja
Nigeria.
The Teachers Registration Council of Nigeria
(TRCN)., 2012). Professional Standards for
Nigerian Teachers. Federal Republic of
Nigeria; Abuja Nigeria.
Center for Educational Development (n.d.).
Training manual for the national
retraining exercise for primary and
secondary school teachers in Nigeria.
GH Plus Press; Abuja Nigeria.
Verhagen, P., 2006. Connectivism: A new
learning theory? elearning, Retrieved
November 4, 2008,
fromhttp://www.surfspace.nl/nl/Redactieo
mgeving/Publicaties/Documents/Connect
ivism%20a%20new%20theory.pdf
THE ROLE OF TEACHING PRACTICE IN TEACHER EDUCATION PROGRAMMES
109

Davis, C., Edmunds, E and Kelly-Bateman, V.,
2008. Connectivism. In M. Orey (Ed.), Emerging
perspectives on learning, teaching, and
technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.ph
p?title=Connectivism
Handbook on the Management of Teaching
Practice in NCE awarding Institutions.
http://www.ncceonline.edu.ng/NCCE-
Digitization/base.html
110
GENEVIEVE AGLAZOR

Reproduced with permission of copyright owner. Further reproduction
prohibited without permission.