Exploring Factors Influencing the Adoption of Collaborative Teaching Approaches among Trainee Teachers at Federal Capital Territory College of Education Zuba, Nigeria: Counselling Implications.

ABSTRACT:

This study explored the factors influencing the adoption of collaborative teaching approaches among the trainee teachers at Federal Capital Territory College of Education (F.C.T. C.O.E.), Zuba. Five research hypotheses were formulated to guide this study and tested at 0.05 level of significance. Ex-post factor research design was adopted for the study. A total sample of 405 trainee teachers at the College was used for this study. A researcher-made questionnaire termed ‘Factors Influencing the Adoption of Collaborative Teaching Approaches’ Questionnaire, (FIACTAQ) was the instrument for data collection. This instrument was validated by Two experts in Guidance and Counselling and Two in Measurement and Evaluation. The reliability for this study was determined through a pilot study that yielded a test-retest reliability coefficient of between 75 and 86 and was considered high enough. The instrument for data analysis was a One-way Analysis of Variance tested at a .05 level of significance. The findings revealed that the perception of collaborative teaching as beneficial for students’ engagement and learning out comes, the perception of ease of implementation of collaborative teaching by trainee teachers, the perception of the availability of institutional support, high self-efficacy of trainee teachers in implementing collaborative teaching methods had significant positive influence on adoption of collaborative teaching approach while resource availability for collaborative teaching had a significant negative influence on the adoption of collaborative teaching among trainee teachers at F.C.T. C.O.E. Zuba. It was therefore recommended among others that Guidance Counsellors should work in close collaboration with school administrators to ensure that collaborative teaching approaches are effectively adopted in schools and colleges.

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WSN 195 (2024) 170-188

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