The study was undertaken to determine the inservice preference of teachers in the multidisciplinary approach to implementation of environmental education curriculum in Cross River State, Nigeria. The study adopted the descriptive survey design. The sample consisted of 737 teachers proportionally sampled from 67 public secondary schools in the three education zones of Cross River State. The result revealed that teachers' prefer workshop as a mode of professional development to enable them implement EE curriculum. Their subject area also have significant influence on their inservice training preference in the implementation of environmental education curriculum. Based on the findings, it was recommended among others that in the adoption of the multidisciplinary approach in the implementation of EE curriculum In-service training programmes with emphasis on workshop should be organized very often and on the basis of teachers' competency needs and subject area.
Teacher education programme prepares young undergraduates for a teaching career. Advancement in Information and Communication Technology (ICT) is rapidly transforming work culture and teaching and learning cannot escape the fact that modern classroom must provide technology based learning. This is more so in the preparation of teachers who are expected to mount today’s classrooms in a world that is technological driven. Common practice in teacher preparation is the traditional methods that heavily depend on teacher-talk-chalk technology. This paper examines the major impediments of ICT adoption in the training of pre-service teachers. The paper identifies accessibility to ICT, teachers’ attitude, accessible infrastructure as major impediments. Since ICT adoption is a complex and expensive venture, institutional corroboration amongst various schools and government commitment to funding ICT should be pursued among others.
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