EFFECT OF VITAMINS C AND E INTAKE ON BLOOD ... - EuroJournals

European Journal of Social Sciences - Volume 2, Number 1 (2006)
“both the teachers’ role performance and the teaching methods they employ
should never be undermined, but always seek to enhance the dignity and the humanity
for the learners, to do less than this is a misuse of the teachers position, immoral and
falls below the ideas of education.”
Teacher education in the 21 st century Nigeria should make provision for
professional training in methods and techniques of adult teaching, based on the principles
of adult learning theories. The existing pedagogical method of “I lecture and you listen”
(didactic) should be de-emphasized and rather, Teachers should embrace the expository
teaching methods that are relevant to adult learning.
Evidence shows that despite the increasing interest in the methods of teaching
adults, and the existing wealth of curriculum and how-to-do-it teaching guides for
teachers of adult education, most adult education teachers still lack the professional
training in adult learning (Schuttenberg, E.M. and Tracey, S.J. 1987). The 21 st century
Nigeria teachers’ education curriculum must expose teachers to variety of literatures on
the approaches to the teaching of adults. Theories of conditions of learning and
approaches to teaching should be emphasized in the 21 st century teacher education in
Nigeria.
Knowles (1978 and (1980) offers the teachers of adults the necessary knowledge
and teaching methods about conditions of adult learning. The following table of learning
conditions of adults and approaches to teaching as adapted from Knowles (1978) and
1980) could be a significant step in planning teacher education curriculum for the 21 st
century Nigeria, especially for the facilitators of adult education programmes.
43