TEACHERS’ PERCEPTION ON QUALITY ASSURANCE IN TEACHER EDUCATION PROGRAMMES IN NIGERIAN UNIVERSITIIES: CHALLENGES AND WAY FORWARD

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dc.contributor.authorOlokooba, Issa Nasiru
dc.contributor.authorOkunloye, Rotimi William
dc.contributor.authorUyanne, Elizabeth O.
dc.contributor.authorOkafor, Ifeoma P.
dc.date.accessioned2021-05-27T12:49:08Z
dc.date.available2021-05-27T12:49:08Z
dc.date.issued2019
dc.descriptionInternational Journal of Psychology and Educationen_US
dc.description.abstractThe expectation of the labour market on the quality of graduates produced by Faculties of Education in Nigeria universities has become burning issues that many stakeholders in the education sector felt unsatisfactory. It becomes imperative to assess the challenges of quality assurance in teacher education. This study therefore assessed quality assurance in teacher education in Nigerian universities: challenges and way forward. A descriptive survey research design was adopted for the study. The population of the study was all university teachers in Faculties of Education in universities in Kwara State, Nigeria. A purposive sampling technique was used to select two hundred and forty university teachers. A researcher-design questionnaire was used for data collection for the study. The data collected were analysed using means ranking and standard deviation. The findings of the study showed that the provision of teachers with adequate academic and professional formative experience for teaching and control of examination system with clear procedures as well as ethics of confidentiality and impartiality are the most needed qualities to be assured in teacher education. Overcrowding that leads to poor classroom management and control; instability of academic calendar and adoption of outdated curriculum and inadequate exposure to practical teaching that ensure professionalism are the major challenges in the teacher education. As way out to the challenges, broaden the curriculum of research methodology to improve the student’s project writing skills and emphasis on the acquisition of knowledge in the teaching subject pedagogy, entrepreneurial studies, and computer literacy for functional education need to be considered. Based on the findings, it was recommended that internal quality assessment in teacher education should be strengthened in the Faculties of Education that would allow for improved pre-service teacher quality products in Teacher Education in Nigerian universities.en_US
dc.identifier.citationOlokooba, I. N., Okunloye, R. W., Uyanne, E. O. & Okafor, I. P. (2019). Teachers’ Perception on Quality Assurance in Teacher Education Programmes in Nigerian Universities: Challenges and Way Forward. International Journal of Psychology and Education, 2, 130-138en_US
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/20.500.12484/5529
dc.language.isoenen_US
dc.publisherDepartment of Psychology and Education, University of Education, Winneba.en_US
dc.relation.ispartofseries2, 130-138;
dc.subjectTeacher educationen_US
dc.subjectQuality Assuranceen_US
dc.subjectUniversity teachersen_US
dc.subjectChallenges and way forwarden_US
dc.titleTEACHERS’ PERCEPTION ON QUALITY ASSURANCE IN TEACHER EDUCATION PROGRAMMES IN NIGERIAN UNIVERSITIIES: CHALLENGES AND WAY FORWARDen_US
dc.typeArticleen_US

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