Repositioning Teacher Education in Nigeria for Teaching Effectiveness in the 21st Century: Sociological Implications

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dc.contributor.authorEmeri, P.N
dc.date.accessioned2022-10-20T12:42:08Z
dc.date.available2022-10-20T12:42:08Z
dc.date.issued2017
dc.descriptionScholarly Articleen_US
dc.description.abstractThis paper examined how to reposition Teacher Education in Nigeria for Teaching Effectiveness in the 21st Century. The place of the teacher in the overall teaching-learning process was discussed. The roles of Teacher Education Programme in the preparation of teachers were highlighted. The paper gave an exposition on the historical development of Teacher Education in Nigeria, identifying the underlined strengths and loop holes in the process over the period. The challenges of Teacher Education in Nigeria were hence highlighted. The paper then, puts its thrust on the characteristics of 21st century learning and presented a discourse on the Teacher Education Programme that will effectively meet the needs of the 21st century learning. Recommendations were made on how to ensure that teachers with high teaching effectiveness are turned out for the Nigerian 21st century classrooms. These include; government and private organizations should establish more effective teacher training institutions to ensure high teacher turnover as this will effect class size reduction needed for effectiveness in the 21st century learning, there should be provision and utilization of ICT facilities in teacher education institutions as through this, the teacher-trainees would acquire skills that will enable them to be informed and relevant in the 21st century. Also, teacher pedagogy should be robust to embrace several approaches such as collaborative, problem solving and project- based approaches among others which are relevant in 21st century learning. This paper however employed document analysis.en_US
dc.identifier.citationEmeri, P.N. (2017). Repositioning Teacher Education in Nigeria for Teaching Effectiveness in the 21st Century: Sociological Implications. Journal of Educational Review (JER). Faculty of Education, University of Development Studies, Tamale, Ghana. 9(2), 29-38.en_US
dc.identifier.issn0975-4792
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/11783
dc.language.isoenen_US
dc.publisherJournal of Educational Review (JER). Faculty of Education, University of Development Studies, Tamale, Ghana.en_US
dc.relation.ispartofseriesJournal of Educational Review (JER). Faculty of Education, University of Development Studies, Tamale, Ghana.;9(2)
dc.subjectRepositioningen_US
dc.subjectTeacher Educationen_US
dc.subjectTeaching Effectivenessen_US
dc.subject21st Century Learning.en_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.titleRepositioning Teacher Education in Nigeria for Teaching Effectiveness in the 21st Century: Sociological Implicationsen_US
dc.typeArticleen_US
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