The study investigated the constraints of teaching practice exercise as perceived by the students. It investigated the benefits or otherwise of teaching practice exercise as perceived by the students. It also examined the level of students' interest in the teaching practice exercise. The study was guided by three research questions. Descriptive survey research design was adopted for the study. The sample consisted of two hundred and fifty students purposefully selected from the 300 and 400 Level in the Faculty of Education from which five departments were randomly selected to participate in the study. A self-designed instrument titled "Perception of Students' towards Teaching Practice Exercise Questionnaire (PSTPE-Q)" was used to elicit information on teaching practice exercise as perceived by the students. Data collected were analyzed using descriptive statistics such as frequency counts and percentages. The results showed that the perceived unwillingness of the students' to become teachers after graduating from the university was the major constraint of teaching practice exercise, followed by lodging/accommodation problem. However, period of time allocated for teaching practice was not a constraint. The results also showed that (73%) of the students' perceived teaching practice exercise to be beneficial while (27%) perceived otherwise. Findings from the study further showed that (56%) of the students' showed interest in teaching practice exercise.

This study assessed students teachers’ attitude towards teaching practice exercise in the faculty of Education, University of Uyo, Uyo, Akwa Ibom of Nigeria. The study was guided by three research questions and two hypotheses. The survey design was adopted for the study. A sample of 163 student teachers constituted the study. A questionnaire tagged Student Teachers Attitude Questionnaire (STAQ) was used to collect data on the attitude of student teachers while performance of student teachers were secondary data obtained from teaching practice coordinator of the Faculty of Education. The data collected were analysed using weighted mean, mean and standard deviation, analysis of variance (ANOVA) and t-test statistics. The result indicated that on the overall, student teachers had negative attitude towards teaching practice. The result also indicated a significant difference in performance of student teachers’ based on their attitude while a non significant difference existed between ma...

This research work focused on the challenges of teaching practice exercise faced by student -teachers in Ogun State, Nigeria three (3) tertiary schools were randomly selected for the study. One hundred (100) students were chosen to respond to the self designed teacher questionnaire. Three (3) hypotheses was formulated from the study data from the respondents were analyzed using chi- square statistics and the findings showed that there is significant relationship between problem faced by student teacher during teaching practices and their performance. From the second hypothesis the result shows that there is significant relationship between classroom management challenges facing student-teachers and their performance. The result of third hypothesis shows that there is significant relationship between the challenges faced by student-teachers form their supervisors and their performance. From the finding of the study, the researcher was concluded student -teachers encounter difficulties that result to problems associated with the classroom management, conducive environment, curriculum- development and instruction and supervision, Classroom management represents one of the major challenges identified by student-teachers during their teaching practice experience. Classroom management is challenging for student teachers due to the difficulty providing realistic situation in the educational studies classroom prior to student teaching. This approach provides a practical approach that still falls short of simulating the experience but exposes student to real-life situations, expectations and strategies in regard to dealing with classroom management, Student- teachers are expected to get the supervisors feedback to enable them take corrections and make amends. The attainment of quality education will be a mirage without adequate preparation of manpower that will dispense the knowledge. This calls for serious consideration of stipulated strategies to be adopted in tackling the challenges which student teachers face. The research recommended that Proper attention should be given to the classroom management by the student -teachers in order to achieve the objectives at the end of the lesson in the classroom, The Student -teachers should be provided with lodging accommodation by the practicing schools, Adequate curriculum guidelines, facilities, reference materials like textbooks e.t.c. should be made available to facilitate effective and efficient teaching and learning, There is need for the government to provide good library facilities and laboratories, Key word: Challenges, Teaching Practice, Student-Teachers.

ABSTRACT This study examined the perception of pre-service teachers on quality of teaching practice organized by their institution in selected tertiary institutions in Nigeria. The study adopted descriptive survey research method. The sample comprised of Three hundred (300) pre-service teachers offering science courses in their third and fourth year teacher training programme. The selection was done through the use of random sampling techniques. A self-designed questionnaire was used to collect data from respondents in the study. A test- retest method was used to determine the reliability of the instrument and reliability co-efficient of 0.70 was obtained on the instrument. The data collected were analyzed through the use of simple percentage, frequency and graphical representation of data. The finding of the study showed that Pre-service teachers have positive perception of the quality of teaching practice been organized by their institutions. Pre-service teachers have negative perception of the relevance of teaching practice been organized by their institutions. Pre-service teachers have negative attitude towards Teaching practice exercise organized by their institution. There is no significant difference in the attitude of pre-service teachers (OOU and Tasued) on the teaching practice organized by their institution. It was concluded that teaching practice is an essential programme that should not be made to have an insignificant existence because of the role it plays as the foundation for all forms of success in teaching-learning process. And finally it was recommended that more efforts should be put in place by school authorities to make available the opportunity to re-orientate pre-service teachers on the benefits attached to teaching practice both as criteria to complete their programme and its need in the classroom which makes them eventually become a full fledge teacher.

The study was guided by three research questions and two hypotheses. The survey design was adopted for the study. A sample of 163 student teachers constituted the study. A questionnaire tagged Student Teachers Attitude Questionnaire (STAQ) was used to collect data on the attitude of student teachers while performance of student teachers were secondary data obtained from teaching practice coordinator of the Institute of Education. The data collected were analysed using weighted mean, mean and standard deviation, analysis of variance (ANOVA) and t-test statistics. The result indicated that on the overall, student teachers had negative attitude towards teaching practice. The result also indicated a significant difference in performance of student teachers' based on their attitude while a nonsignificant difference existed between male and female student teachers given their attitude. In view of this, it was recommended that the University of Uyo should ensure that all student teachers are properly groomed in all teaching and pedagogy courses before proceeding on teaching practice.

This work sought to ascertain the attitude of Faculty of Education students towards teaching practice. A descriptive survey design was employed. 52 students in 300 and 400 levels as well as Postgraduate Diploma students were used for this study. A 20-item Likert-like Attitude scale was used for data collection. Analyses of data collected revealed that majority of the students have a positive attitude towards Teaching Practice (mean above 2.5). The qualitative data revealed that there were significant differences in the attitude of trainee teachers based on gender, level of study, experience and field of study. Recommendations were made on how to further boost the attitude of trainee teachers for optimal performance in the profession since this would augur well for the entire Education industry.