ESL pre-service teachers’ views of teaching practice supervision and assessment in Nigeria
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Date
2010-04
Authors
Lawal, O.O
Ikonta, N.R
Maduekwe, A.N
Adeosun, A.O
Journal Title
Journal ISSN
Volume Title
Publisher
Sino-Us English Teaching, Illinois, USA: David Publishing Company
Abstract
The article explored motivational dimensions of Teaching Practice (TP) in terms of students’ orientation, preparation, experiences and feedback as means of making Teaching Practice more effective. It emphasized that ESL pre-service teachers’ views of, and experiences in Teaching Practice should be incorporated into TP orientation and preparation to aid their professional development. A survey, through questionnaires, of post TP students’ experience revealed some gaps in TP preparation, orientation, supervision and assessment process; including weak exposure to content courses in subject areas (English Language and Literature), lack of effective mentoring during TP and weak relationship between faculty and TP schools. The paper suggested a clearly identified and unified modalities of enhancing students’ pre- and post- Teaching Practice experience through continuous debriefing, feedback and curriculum restructuring.
Description
Scholarly article
Keywords
Pre-Service Teachers, Teaching Practice, Teaching Supervision and Assessment.
Citation
Lawal O.O, Maduekwe, A.N, Ikonta, N.R & Adeosun, A.O (2010). ESL pre-service teachers’ views of teaching practice supervision and assessment in Nigeria. Sino-Us English Teaching. Vol. 7 (4), April 2010. Illinois, USA: David Publishing Company; pp.15-28.