Teachers’ education in Nigeria: challenges and the way forward

ABSTRACT

Education is viewed as an instrument for transformation and progress, which is important for both personal and national growth. The school’s success depends on the caliber of its teaching staff; it is clear that investing in the professional development of teacher is crucial. However, there are many challenges confronting teacher training programs in Nigeria. This article examines the issues plaguing teacher training programs in Nigeria and suggests ways forward. We divided the issues at hand into three categories: training, learning, and policy. For real progress in teacher education, we advocate that the government revisit the question of funding and policy implementation. Also, teacher’s learning and training must be taken serious, especially the teaching practicum, with rigorous supervision and evaluation to ensure that teachers get the best out of the process. This study is relevant for policy development, educational training institutions and individuals, passionate about teachers’ educational development and training.

References

• Adeyemi, T. O. (2010). Examination malpractices among secondary school students in Ondo State, Nigeria: Perceived causes and possible solutions. Journal of Education Administration and Policy Studies, 2(3), 48-55
• Akinola, O. S. (2016). Two puzzle models-based instructional strategies’ efficacy and parental educational background of junior secondary school students’ achievement in selected concepts in basic science. International Journal of Social Sciences & Humanities, 1(1), 29-39
• Akpan, C. P., Ntukidem, P. J., Ekpiken, W., & Etor, R. (2009). The challenges of teacher education in Nigeria. International Journal of Internet Education, 4, 169-178
• Animasahun, R. A., & Ogunwuyi, B. O. (2009). Some correlates of teaching effectiveness among secondary school teachers in Ibadan. Nigerian Journal of Applied Psychology, 10(11), 1-2
• Aluede, O. (2009). The teacher matters: Strategies for making the teaching profession more relevant in Nigerian educational system. International Journal of Educational Sciences, 1(1), 39-44
• Al-Yahmadi, H. (2023). Impact of professional learning communities on teacher professional development in Oman. mojem: Malaysian Online Journal of Educational Management, 11(3), 48-62
• Archibong, F. I. (2012). Instructional supervision in the administration of secondary education: a panacea for quality assurance. European Scientific Journal, 8(13).
• Ayoko, V. O., Peter, T., & Jegede, D. O. (2023). Inadequacy of Infrastructural Facilities in Public Universities in Nigeria: Causes, Effects and Solutions. International Journal on Integrated Education, 6 (3), 36, 45
• Azi, A. S. (2011). An assessment of Nigeria’s budgetary allocation to the education sector: Implication for tertiary education in Nigeria. Journal of Educational Foundations, 1, 81-88
• Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533-548
• Bamidele, A. D., & Adekola, F. F. (2017). Effects of teacher’s qualifications and teaching experience on students’ academic achievement in basic science in Junior Secondary School. International Journal of Education and Evaluation, 3(2), 1-9.
• Birenbaum, M., Breuer, K., Cascallar, E., Dochy, F., Dori, Y., Ridgway, J. & Nickmans, G. (2006). A learning integrated assessment system. Educational Research Review, 1(1), 61-67
• Birenbaum, M., DeLuca, C., Earl, L., Heritage, M., Klenowski, V., Looney, A., … & Wyatt-Smith, C. (2015). International trends in the implementation of assessment for learning: Implications for policy and practice. Policy Futures in Education, 13(1), 117-140
• Cowan, J., Goldhaber, D., Hayes, K., & Theobald, R. (2016). Missing elements in the discussion of teacher shortages. Educational Researcher, 45(8), 460-462
• Darling-Hammond, L., & Richardson, N. (2009). Research review/teacher learning: What matters? Educational Leadership, 66(5), 46-53
• Darling-Hammond, L. (2010).Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35–47
• Denner, P. R., Salzman, S. A., & Newsome, J. D. (2001). Selecting the qualified: A standards-based teacher education admission process. Journal of Personnel Evaluation in Education, 15, 165-180
• Ekpiken, W. E., & Ukpabio, G. U. (2014). Repositioning teacher education in Nigeria for sustainable national development. Journal of Emerging Trends in Educational Research and Policy Studies, 5(5), 585-591
• Evans, L. (2019). Implicit and informal professional development: what it ‘looks like’, how it occurs, and why we need to research it. Professional Development in Education, 45(1), 3-16
• Haliru, U., & Zaki, N. A. (2009). Effective preparation of UBE teachers for successful implementation of the program. Sokoto Educational Review, 11(2), 165-173
• Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7-8), 798–812
• Jibril, M. O. (2007). Teacher education in Nigeria: An overview. African Research Review, 1(2), 116–124
• Jekayinfa, A. A., Yahaya, L. A., Yusuf, A., Ajidagba, U. A., Oniye, A. O., Oniyangi, S. O., & Ibraheem, T. O. (2012). Lecturers’ assessment of teaching practice exercise in Nigerian Universities. Journal of Education and Practice, 3(4), 79-86
• Kanu, J. I., & Ukpabi, H. N. (2007). Quality in Teacher Production: The Key to Quality in the Universal Basic Education. In the 20th annual conference organized by the Curriculum Organization of Nigeria (CON), Abia State University, Uturu.
• Kennedy, G. W., Udoetuk, U. S., & Ufot, S. I. (2017). Challenges of technical vocational teacher education and teaching in Nigeria: The need for intervention. International Journal of Education and Evaluation, 3(7), 71–82.
• Koopman, O. (2017). Investigating how science teachers in South Africa engage with all three levels of representation in selected chemistry topics. African Journal of Research in Mathematics, Science and Technology Education, 21(1), 15-25
• Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805
• Lawal, M. B., & Braimoh, D. S. (2018). The Nigerian teacher education industry: Gaps, challenges and prospects. International Journal of Arts Humanities and Social Sciences, 3(1), 47–56
• Loewenberg Ball, D., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497-511
• Maekae, J. (2013). The role of education in national development: Nigerian experience. European Scientific Journal, 9(28).
• Mkpa, M. A. (2005). Challenges of implementing the school curriculum in Nigeria. Journal of Curriculum Studies, 12(1), 9-17
• Mohammed, A. S., & Dapshima, G. A. (2011). Management of available infrastructural facilities and students’ academic achievement in Borno state colleges of education in Nigeria. Journal of Research in Education and Society, 2(1), 7-14
• Murati, R. (2015). The role of the teacher in the educational process. The Online Journal of New Horizons in Education, 5(2), 75-78
• Odukoya, J. A., Bowale, E., & Okunlola, S. (2018). Formulation and Implementation of Educational Policies in Nigeria. African Educational Research Journal, 6(1), 1-4
• Ogar, O. E., & Aniefiok, E. A. (2012). The challenges of curriculum implementation in Nigeria teacher education. Journal of Education and Practice, 3(15), 127-131
• Ogunyinka, E. K., Okeke, T. I., & Adedoyin, R. C. (2015). Teacher education and development in Nigeria: An analysis of reforms, challenges and prospects. Education Journal, 4(3), 111-122
• Ojonemi, P. S., Enejoh, W., Olatunmibi, O., & Enejoh, A. (2013). Examination malpractice: Challenges to human resource development in Nigeria. International Journal of Capacity Building in Education and Management, 2(1), 91-101
• Okoroma, N. S. (2006). Educational policies and problems of implementation in Nigeria. Australian Journal of Adult Learning, 46(2), 243-263
• Olatunde-Aiyedun, T. G., & Ogunode, N. J. (2021). Shortage of professional science and environmental education teachers in Nigeria. Asian Journal of Science Education, 3(1), 1-11.
• Omosewo, E. O. (2009). Views of physics teachers on the need to train and retrain Physics teachers in Nigeria. African Research Review, 3(1), 314-325
• Omoruyi, F. E., & Osunde, A. U. (2005). An assessment of the status of teachers and the teaching profession in Nigeria. Australian Journal of Adult Learning, 45(3), 411-419
• Onwioduokit, E. (2020). Education, inclusive growth and development in Nigeria: an empirical examination. Bullion, 44(2), 1
• Onyibe, C. O., Uma, U. U., & Ibina, E. (2015). Examination Malpractice in Nigeria: Causes and Effects on National Development. Journal of Education and Practice, 6(26), 12-17
• Opara, J. A. (2014). E-Learning Instructional Facilities and Science Teacher Education in Nigeria. Scholarly Research Journal for Interdisciplinary Studies. VOL-II/XIV, 2176
• Osarenren-Osaghae, R. I., & Irabor, Q. O. (2018). Educational Policies and Programmes Implementations: A Case Study of Education Funding, Universal Basic Education (UBE) and Teacher Education. International Journal of Educational Administration and Policy Studies, 10(8), 91-102
• Osokoya, I. (2010). Teacher Education in Nigeria: Past, Present and Future Challenges. Academic Leadership: The Online Journal, 8(4), 61
• Owolabi, T. O., Oyewole, B. K., & Oke, J. O. (2013). Teacher education, information and communication technology: Prospects and challenges of e-teaching profession in Nigeria. American Journal of Humanities and Social Sciences, 1(2), 87-91
• Oyovwi, E. O. (2018). Effects of socioeconomic status on the academic achievement of biology students in secondary schools. Fudger 3 (1), 1-7
• Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia‐Pacific Journal of Teacher Education, 36(2), 79-104.
• Udim, D. K., Abubakar, U., & Essien, J. O. (2018). An in-depth evaluation on the issue of examination malpractice in Nigeria. Research in Pedagogy, 8(2), 204-213
• Yaro, I. (2018). Education policy development in Nigeria: Challenges and way forward. International Journal of Advanced Studies in Social Science & Innovation 2(1), 159-167
• Yusuf, H. O. (2022). Refocusing teacher education in Nigeria for global best practices: issues, challenges & way forward. European Journal of Education Studies, 9(8), 327

Download all article in PDF

WSN 188 (2024) 67-80

ADVERTISEMENT