Teacher education programme: Teacher educators’ assessment of two university- based curricular models
| dc.contributor.author | Yusuf, Hamdallat | |
| dc.date.accessioned | 2019-06-11T08:37:58Z | |
| dc.date.available | 2019-06-11T08:37:58Z | |
| dc.date.issued | 2011 | |
| dc.description.abstract | Quality teacher education is basic to the development ofany nation. The quality of teachers will determine the output from the school system that will power a nation's social, political, economic, scientific, and technological development. This paper explored teacher educators' assessment of the two basic teacher education programmes (concurrent and consecutive) prevalent in Nigerian Universities. Sample was composed of 210 teacher educators drawn from three Nigerian universities. Data were analysed using mean to indicate their ratings of the two models. The findings indicated that the lecturers (teacher educators) rated the two models as good; although the concurrent was rated higher in the areas of-education and practical components, WI lile Il le consecutive was rated better in the area of subject content component. Recommendations were made on the need to implement the two models properly. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/2109 | |
| dc.language.iso | en | en_US |
| dc.publisher | Collaboration of Education Faculties in West Africa | en_US |
| dc.subject | Teacher Education | en_US |
| dc.title | Teacher education programme: Teacher educators’ assessment of two university- based curricular models | en_US |
| dc.type | Book chapter | en_US |
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