Assessment of Teaching Performance of Student-teachers on Teaching Practice

Abstract

The study assessed teaching performance of 222 student-teachers from the Faculty of Education, Ekiti State University, posted to various secondary schools in Ekiti State for a six-week teaching practice during 2010/2011 academic session. The sample included 119 males, 103 females, 78 (300-Level) and 144 (400-Level) students. Data were collected using Teaching Performance Assessment Form designed by the Faculty of Education, Ekiti State University and analysed using frequency counts, percentages, item-total correlations and t-test comparison, tested at 0.05 level of significance. Results showed satisfactory teaching performance of the student-teachers while gender and previous teaching experience had no significant influence on teaching performance of the student-teachers. It was recommended that supervisors (of teaching practice/raters) should be thoroughly trained on the use of assessment instrument for reliable measurement of student-teachers' teaching performance.

Peer Assessment of Teacher Performance. What Works in Teacher Education?

“…Peer Assessment (PA) in teacher education is a strategy for helping learners to examine their progress in teaching (Sluijsmans and Prins, 2006) and be familiar with it before teaching in classrooms (Wen and Tsai, 2008). Teaching practice is an exercise used to expose student teachers to the practical aspects of teaching (Oluwatayo and Adebule, 2012). Although teaching practice is essential in teacher education (Jian, Odell, and Schwille, 2008;Oluwatayo and Adebule, 2012), attempts to improve it through early assessment are not widely reported (Charalambous, Hill and Ball, 2011).…”

“…Teaching practice is an exercise used to expose student teachers to the practical aspects of teaching (Oluwatayo and Adebule, 2012). Although teaching practice is essential in teacher education (Jian, Odell, and Schwille, 2008;Oluwatayo and Adebule, 2012), attempts to improve it through early assessment are not widely reported (Charalambous, Hill and Ball, 2011).…”

“…Moreover, if there is a lack of performance assessment during pre-service education, student teachers do not know if they possess the required classroom teaching skills, nor the quality criteria used to measure their performance or how to improve it (Oluwatayo and Adebule, 2012). Likewise, considering the difficult shift from the student role to the teacher role without adequate support in the transition process (Jian, Odell, and Schwille, 2008), the lack of clear and agreed recognition of teaching competences is a problem.…”

Assessment of Students Attitude and Perception of Teaching Practice: The Case of Undergraduates of Delta State University, Abraka

“…Teaching practice is an integral component of teacher education programme (Ekundayo, Alonge, Kolawole & Ekundayo, 2014;Oluwatayo;Adebule, 2012, Mudzielwana & Maphosa, 2014). It is a basic requirement for all students of the faculty of education in 300 and 400 levels, each lasting for a period of six weeks.…”

Preservice Physical Educators' Stress and Instructional Effectiveness

“…Preservice teachers' instructional effectiveness. One of a few studies regarding preservice teachers' instructional effectiveness was conducted by Oluwatayo and Adebule (2012). This study examined student teachers' teaching performance in secondary schools and found that gender and teaching experience were not correlated with teaching performance.…”