This paper is a deliberate effort aiming at sensitising teachers, students, parents and other stakeholders on the basic objectives of civic education in its introduction into senior secondary school curriculum and the need to obtain full potentials for constructivist theory in teaching and learning of the relatively new subject. The introduction of civic education to Nigerian senior secondary school was directed at cultivating and developing in learners the skills and attitudes to function as relevant citizens of their society. The writer noted that the teaching of civic education in Nigeria is yet to achieve the purpose of which the subject was introduced. Among the objectives of civic education is to highlight the responsibilities of the government to the people and vice-versa and to also cultivate in students of senior secondary school their duties and obligations to the society. Curriculum experts have certain roles to play in integrating standard into curriculum by developing a curriculum framework. Onus of implementing civic education curriculum lies in the efforts and determination of qualified teachers, these categories of teachers are those who has chosen and are convinced that teaching is their calling, and are ready to serve their country in that capacity. The type of teaching expected from these teachers should help the students emerge with an understanding of their country's history and most cherished values. This is to say that learning experience must allow the students to practically demonstrate what civic education has taught them in any situation.

The study examined Social Studies teachers' perception of values clarification strategy for curbing examination mal-practice in upper basic schools in Ilorin Metropolis, Kwara state. The study adopted a descriptive survey design. The population for this study was all teachers in Upper Basic schools while the target population was Upper Basic Social Studies teachers sampled using the simple random and purposive sampling strategy. The instrument used for this study was a researcher-designed questionnaire, face and content validated by social studies experts and the reliability was determined using Cronbach's Alpha which yielded a coefficient of 0.76. Data obtained were analyzed using descriptive and inferential statistics. Results showed that different forms of examination malpractices are still prevalent in the Nigerian basic schools and teachers' awareness level of values clarification strategy for curbing the menace is moderate among others. It was recommended that values clarification strategy should be emphasized as a method for curbing examination mal-practices in basic schools and school proprietors and social studies and civic education teachers should address the challenges facing the use of values clarification for tackling examination malpractices.

Teaching practice is paramount in the training of student teachers as a form of exposure into the real world of Teaching. The study examined student teachers' perception on teaching practice assessment and its implications on professional practice. The population of the study was 1,393 university teacher trainees in 400 Level in a Nigerian university with a sample of 150 students using stratified random sampling technique. A researcher-designed questionnaire was used for data collection while data collected for this study were analyzed using percentage to answer research questions. he hypotheses were tested using t-test and ANOVA at 0.5 significance level. Findings of this study revealed that teaching practice exercise and Supervisors Assessment had a positive impact on student teachers. They differed in their perception on the impact of teaching practice based on the department but did not on the basis of gender. It was concluded from the findings that student teachers perceived teaching practice experience as being effective considering its positive impact on their professional training. It was therefore recommended among others that student teachers should be supervised by lecturers from departments other than their department in order to reduce familiarity during teaching practice assessment which sometimes affects their scores.