Affective and cognitive characteristics of Nigerian' student-teachers: Towards developing an effective teacher education Framework
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Journal of the center for the study of International Cooperation in Education
The study analyzes the affective and cognitive traits of teacher trainees in higher educational institutions in Nigeria. This is with the view to develop an effective teacher education framework by using inputs from the trainees, in-service teachers, and teacher educators and incorporate their ideas into the structuring and organization of not only the 'educational programmes but also the admission processes into such programmes, Using inputs from classroom teachers, teachers trainees, teacher educators as well as basic education students, a compilation of the personal and professional characteristics of an effective teacher was drawn. These • are then developed into a comprehensive open- -and close-ended questionnaire covering trainees' perception of and attitude to teaching, their belief systems, measures of cognitive and affective characteristics as well as test .of.personality trait. The main sample for-the study comprised three hundred teacher trainees drawn from two universities and one collegeof.education from the south-west Nigeria. Tne findings showed that Nigerian teacher trainees possessed varied and widely spread cognitive and affective behaviour some of which are suited for the teaching profession. However, the study could not determine if these attributes are reflective of their personality types prior to exposure to teacher education or not.
cognitive, behaviour, education, programmes, teacher, training
Adeosun, O; Oni, S. and Oladipo, S.A. (2013). Affective and cognitive characteristics of Nigerian student-teachers: Towards developing an effective teacher education framework. Journal of International Cooperation in Education, 15(3), 39-58. Japan