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European Journal of Social Sciences - Volume 2, Number 1 (2006) Conclusion and implications The results of this study indicate that the preservice teachers of Obafemi Awolowo University were preoccupied with mainly survival or self concerns as they set about for teaching practice. Among their greatest worries in this regard were school location, classroom discipline and pupil-teacher relationships. Of all these, the nature of the environment in which the teaching practice exercise was to take place seemed to have contributed to the predominance of this category of concerns among the subjects. Under such circumstances they had limited concerns for the learning needs of the pupils and their social and emotional well being. This suggests the need for the organizers of the practicum to take some measures aimed at making student teachers move from concerns about ‘survival’ to concern about pupils’ learning in conflict situations. Student teachers need to be assured of their personal safety in their placement schools. This may be achieved in a number of ways. One of these is by posting them to schools that are distant from conflict zones and informing them ahead of the commencement of the practicum that such an action has been taken. If the organizers of the exercise or the university authority are convinced that it is safe to work in such schools but the student teachers still have some doubt, the accredited leaders of the communities engaged in the conflict may be invited during the orientation of student teachers for teaching practice, to assure them of the safety of the environments of their placement schools. The results of this study also show that the greatest task concerns centred upon teaching methods. Being preoccupied with self and task concerns they gave limited consideration to pupils’ learning or even assessing pupils’ work, record keeping and management of time. It is thus apparent that the teacher education programme of the university did not equip the subjects of this study with adequate personal and pedagogical skills to instill self confidence in them as they prepared for the teaching practice. These data thus support the conclusions drawn from similar studies to the effect that those learning how to teach often lack the requisite knowledge of classroom procedures to understand the complex interrelationships among management, behaviour and academic tasks (Kagan, 1992). Also, in regard to developmental stages in learning how to teach, as implicit in Fuller and Bown’s (1975:37) model, our data seem to suggest that progression from low to higher order concerns depends, among other things, on the interest and dedication of the student teachers in their programme of studies. This calls for a selection procedure based first and foremost on students’ interest in the teacher education programme of the university. Although the average Nigerian is yet to be convinced that teaching is an attractive profession (Fadipe, 1992:205) admission into teacher education programmes in Nigerian universities should, as far as is practicable, be confined to those interested in teaching. It is this group of student teachers that can be expected to develop some feelings, be preoccupied with and give thought to the various aspects of their programmes including teaching practice. There are more chances of finding these types of student teachers among those who graduated from Colleges of Education and subsequently seek admission into university teacher education programmes than among those who have to follow that programme because they could not obtain admission into other programmes in which they are genuinely interested. The results of this study suggest some implications for teacher education. The process of selecting candidates for the teacher education of the university studied needs to be reviewed. There is the need for teacher educators to ensure that teacher trainees are not only interested in teacher education programmes but are also adequately exposed to courses in classroom management and especially techniques of managing disruptive behaviour as early as possible in their programmes. This also calls for a review of the university’s teacher education programme to include such course management and behaviour skills learnt in the courses should be practised in micro-teaching sessions before trainees embark on their first teaching practice. During such sessions, teacher educators need to lay as much emphasis on learners and how they learn as they do in regard to making and using 86
International Research Journal of Finance and Economics – Volume 2, Number I (2006) teaching aids. Teacher trainees also stand to benefit from enriched courses in the teaching of slow learners. Observation of teachers at work by trainees before the exercise could also be of some help. This is an aspect that is lacking in most teacher education programmes in Nigeria. Placement decisions should be taken quite ahead of the commencement of teaching practice exercise and student teachers informed accordingly. Schools for the exercise should be those considered as being in safe and secure environments by student teachers. This will not only reduce the intensity of their concerns for survival but will also be conducive for learning skills for performing higher order tasks. Just as suggested by Burke and Hillison (1991) in regard to the concerns of agricultural education teachers, those who work with preservice teachers should be apprised of their concerns, monitor these concerns both formally and informally and take any justified action when necessary in order to maintain their interests and also minimize the rate at which they drop out from the programme. References [1] Burke, S.R. & Hillison, J. (1991). Practising agricultural teachers’ concerns and their implications for improving the profession. Journal of Agricultural Education, Summer 1991, 10-18. [2] Chan, Kwok-wai & Leung Man-tak (2002). Hong Kong preservice teachers’ focus of concerns and confidence to teach. 98 Abstracts. Hong Kong: Institute of Education. [3] Denscombe, M. (1998). The Good Research Guide for Small-Scale Social Science Projects. Buckingham: Open University Press. [4] Deyi, I. (1993). Qualitative Data Analysis: A User-Friendly Guide for Social Scientists. London: Routledge. [5] Fadipe, J.O. (1992). ‘The achievements and shortcomings of teacher education programme in Nigeria: An administrator’s view’, in Ndu, A. (Ed.) Educational Policy and Implementation in Nigeria. Awka: The Nigerian Association for Educational Administration and Planning. [6] Fuller, F.F. (1969). Concerns of teachers: a developmental conceptualization. American Educational Research Journal, 6, 207-226. [7] Fuller, F.F. & Bown, O.H. (1975). Becoming a teacher. In Ryan, K. (Ed.) Teacher Education: 74th Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press, 25-52. [8] Hall, G.E. & Hord, S.M. (1987). Change in Schools: Facilitating the Process. New York: State of New York University Press. [9] Hall, G. & Loucks, S.F. (1978). Teacher concerns as basis for facilitating and personalizing staff development. Teachers’ College Record, 80(1), 36-53. [10] Harrington, H.L. (1995). Fostering reasoned decisions: Case-based pedagogy and the professional development of teachers. Teaching and Teacher Education. 11 (3), 203-214. [11] Kagan, D.M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-169. [12] Katz, L.C. (1972). Developmental stages of preschool teachers. Elementary School Journal, 73(1), 50-54. [13] Meister, D.G. & Melnick, S.A. (2002). From pre-service to in-service teaching: A national survey of beginning teachers’ concerns. [14] O’Connor, J. & Taylor, H.P. (1992). Understanding preservice and novice teachers’ concerns to improve teacher recruitment and retention. Teacher Education Quarterly, 19, 19-28. [15] Turley, S. & Wood, A.L. (2002). A Longitudinal Study of New Teacher Concerns: Induction in a District Consortium. Available at http:/tigersystem.net/aera2002/viewproposaltext.asp?propID=6619. 87
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