Challenges of Teaching Practicum Exercise among Students of National Open University, Nigeria Akure Study Centre

Abstract

Teachers‘ preparation is positively correlated with teachers‘ quality. Teaching
practicum is an integral part of teachers‘ preparation. Limitations to achieving
the objectives of education as stated in the National Policy of Education
(FGN, 2013) can be traced to the teachers. This study assessed the support
system enjoyed by the postgraduate preservice teachers of National Open
University, Nigeria Akure Study Centre. The challenges faced by the
preservice teachers during teaching practicum were also identified. The study
adopted the descriptive survey research design. All the postgraduates of
education at Akure Study Centre of NOUN were the population. Thirty-three
preservice teachers were sample using convenient sampling technique.
Practicum Exercise Questionnaire (PEQ) a 4-point Likert-type questionnaire
adapted from Extended Practicum Learning Environment Inventory (EPLEI)
developed by Kennedy (2006) cited in Shah, Ahmad, and Raza (2020) was
used for data gathering. Validation of the instrument was conducted (α = 1
and r = 0.78) were obtained. Analysis of data showed that the preservice
teachers excellently received personal support (median = 18.00; 75.00%),
personnel support (median = 19.00; 79.16%) and environmental support
(median = 18.00; 75.00%). Also, Financial issues (RSI = 75.76), developing
administrative skills (RSI = 70.45%), planning teaching strategy, effective
classroom interaction and syllabus completion (RSI = 68.94%%), identity
issue, cooperative teacher feedback, classroom management and lesson
planning (RSI = 66.67%), discipling problematic pupils and time table
challenge (RSI = 65.91%) among others are some of the challenges of
teaching practicum encountered by the preservice teachers. The study
concluded that the preservice teachers received enough supports during
teaching practicum but financial issues constitute the major challenge.