{"title":"The Status of Teacher Education in Nigeria: A Challenge for Improvement","authors":"S. O. Olaitan","doi":"10.1080/00193089.1983.10533826","DOIUrl":null,"url":null,"abstract":"The fundamental purpose of teacher education is not only to give teachers skills which will improve t eir results. It is also to inculcate the right kind of attitudes relevant to the ever-expanding horizon of knowledge, and personal attitudes such as self-discipline, under standing, sympathy, and a pride in the profession. A carefully planned and executed teacher preparation pro gram will result in a greater grasp of teaching tech niques, more professional self-assurance, and improved quality of work by the teachers. Teacher education in Nigeria has enjoyed some changes since independence (1960), but these changes have not yet established many significant differences in the art of teaching and learning compared to a decade ago. The most significant changes made are in the following directions:","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"1983-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Improving College and University Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00193089.1983.10533826","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 5
Abstract
The fundamental purpose of teacher education is not only to give teachers skills which will improve t eir results. It is also to inculcate the right kind of attitudes relevant to the ever-expanding horizon of knowledge, and personal attitudes such as self-discipline, under standing, sympathy, and a pride in the profession. A carefully planned and executed teacher preparation pro gram will result in a greater grasp of teaching tech niques, more professional self-assurance, and improved quality of work by the teachers. Teacher education in Nigeria has enjoyed some changes since independence (1960), but these changes have not yet established many significant differences in the art of teaching and learning compared to a decade ago. The most significant changes made are in the following directions:
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