TEACHING PRACTICE

Pan African College of Education takes Teaching Practice (TP) as a crucial aspect of Teacher Education. Teaching Practice which provides student teachers with an opportunity for the acquisition of necessary professional skills through practical experience is professionally anchored by our school of Education. The T.P. prepares the students for an effective professional practice after graduation.

The current NCE Teacher Education reforms lay great emphasis on Teaching Practice. The new NCE Minimum Standards spell out that Teaching Practice should be done in the first semester of the third year for a period of three months. Teachers must be assigned to student-teachers for mentoring before the micro-teaching for Continuous support till the students graduate. Evaluative comments on the progress of the student should form part of the students’ journal. The colleges must provide adequate support such as orientation for the trainees.

The Minimum Standards lay further emphasis on supervision of Teaching Practice. Therefore, PAN AFRICOED assigns supervisors to student teachers based on their areas of specialization such as ECCE, PES, etc., to ensure that such supervision is focused, well-informed and based on the supervisors’ practical professional skills and knowledge.

A pre-requisite to Teaching Practice is a pass in Micro-Teaching. Students who fail Micro-Teaching shall not proceed on Teaching Practice. We ensure that method courses and their related content courses are planned together with Micro-Teaching opportunities, and that they are fully covered before Teaching Practice, while our Centre for Educational Technology (CET) plays a major role in this respect.

Consequently, PAN AFRICOED ensures that teachers design and coordinate a comprehensive Teaching Practice Preparation Programme for student teachers. Such a Preparation Programme presents our student teachers with a gradual building up of TP preparation assignments. These assignments should require student teachers to design lesson plans, learning materials, and assessment tasks which they can use when they are in a school during Teaching Practice. Micro-Teaching and classroom observation activities are also to be done. In this way our student teachers are prepared through their various courses in a consistent and effective manner for a Teaching Practice experience that adds value and allows student teachers to develop and apply professional skills.

Student teachers should keep extensive Students Reflective Journals during the build-up towards Teaching Practice and during Teaching Practice itself. Such Journals should be regularly handed in to teachers. Teachers must provide comments to aid student teachers to identify strengths and weaknesses in their professional skills.

PAN AFRICOED designs and operates School-based Teachers professional Development Programmes that assist teachers in these schools to enhance their profession and also to become effective mentors. Meetings of various Departments within a School are held at least twice in a semester to share ideas and provide peer-support for teachers.

NCCE shall carry out a regular quality assurance exercise to ensure that NCE-awarding Institutions comply with the Teaching Practice guidelines. NCE-awarding Institutions shall be required to provide reports outlining the quality of the outcomes of Teaching Practice to NCCE. These reports will include samples of Student Reflective Journals.

Generally, NCE-awarding Institutions shall be required to provide evid2nce on how they have assessed students on Teaching Practice in line with the Teacher Standards. These we do. In summary,

  • PAN AFRICOED provides a comprehensive Preparation Programme for Teaching Practice, by effectively coordinating content and method courses and linking these meaningfully with Micro-Teaching opportunities;
  • Micro-Teaching is coordinated by the School! Department of Education in collaboration with relevant departments;
  • Teaching Practice shall take place in the appropriate school content area for example ECCE, Primary 1-3, 4-6 and JSS 1-3;
  • student teachers must go to their practicing schools with a set of prepared lesson plans, learning materials and samples of assessment tasks;
  • Student teachers shall participate in all activities of the school when on Teaching Practice;
  • Each student teacher shall be assessed at least ten times during the Teaching Practice period
  • NCCE also ensures that Pan Africoed comply strictly with the use of Teaching Practice Assessment Form;
  • Supervision of Teaching Practice exercise will be carried out by both the internal and external Supervisors/Heads of Schools;
  • Student teachers shall keep a Student Reflective Journal as part of the Teaching Practice assessment.

The table below presents our tradition of implementation of the various activities related to Teaching Practice:

Programme Year 1 Year 2 Year 3
ECCE, PES, JSE (non-vocational) Adult and Non-formal, and Special Needs Education 2 weeks of Prepared School Observation in 2 semester 12 Weeks Acculturation/Language Immersion Programmes (Arabic, French and Nigerian Languages) during long vacation after 2nd semester and before year II 2-3 Micro -Teaching lessons per student 18 weeks TP (first semester)
JSS vocational subjects 2 weeks of Prepared School Observation in 2nd semester 2-3 Micro- Teaching lessons by a student per semester 8 weeks SIWES (long vacation before starting year 2) 18 weeks TP (first semester) 8 weeks SIWES (long vacation before starting year 3)

Note: Read NCCE Teaching Practice Manual for more info.