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EDU101: INTRODUCTION TO THE TEACHING PROFESSION

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 EDU 101: Introduction to the Teaching Profession Lecture Note

USMANU DAN FODIYO UNIVERSITY, SOKOTO

FACULTY OF EDUCATION AND EXTENSION SERVICES
DEPARTMENT OF EDUCATIONAL FOUNDATIONS

EDU101: INTRODUCTION TO THE TEACHING PROFESSION

PREPARED BY

DR. B. B. KWASHABAWA & MAL. N. J. ISHAQ

COURSE CONTENTS
1. INTRODUCTION
2. CONCEPT OF EDUCATION
3. CONCEPT OF TEACHING
4. TEACHER EDUCATION PROGRAMME IN NIGERIA
i. Objectives of teacher education in Nigeria
ii. The Early Schools (Coming of the Missionaries)
iii. The Development of Teacher Education Programme
iv. Institutions with Teacher Education Programme and the Certificate Awarded
5. TEACHER TRAINING IN NIGERIA
i. Pre-Service Training
ii. In-Service Training
6. TEACHING AS A PROFESSION
i. Meaning of Profession
ii. Characteristics of a Profession
iii. Is Teaching a Profession
7. THE TEACHER
i. Who is a Teacher?
ii. Types of Teacher
iii. Qualities of a Good Teacher
8. TEACHER PREPARATION
i. Micro Teaching
ii. Teaching Practice
iii. Mentoring
9. TEACHER UNIONS AND PROFESSIONAL BODIES
i. National Union of Teachers (NUT)
ii. National Commission for Colleges of Education (NCCE)
iii. Teachers Registration Council of Nigeria (TRCN)
iv. The National Teachers’ Institute (NTI)
10. CHALLENGES FACING TEACHER EDUCATION IN NIGERIA

Prepared By Dr. B. B. Kwashabawa & Mal. N. J. Ishaq Page 1 of 13

1. INTRODUCTION

An economically developed society is characterized by an advanced and developed system of

education. National development all over the world has continued to be intricately tied to educational
development in which the teacher is the critical element. This is because it is believed that no economy
can develop higher than the level of its educational development, as no educational system can rise above
the quality of its teachers. For any country to develop economically, politically and socially, the issue of
education, school and teacher become of paramount importance. The quality of a teacher is dependent on
the level of preparation for professional role as a distinct practitioner, which can be attained through
comprehensive and standard teacher education.

2. CONCEPT OF EDUCATION
Education is central to human existence. It occupies the most important position in individual and
national development. Education is the process by which the individual is helped to develop physically,
mentally, morally, spiritually and emotionally through the provision of suitable environment and teaching
him new knowledge, attitudes and skills so that he may be useful to himself and the society in which he
lives. Education is a process that begins during birth and ends in the grave. It is, as John Dewey (1916) put
it, a social process – ‘a process of living and not a preparation for future living’. Education is therefore an
end in itself not a means to an end. According Aristotle (a Greek Philosopher) “Education is the process of
creating a sound mind in a sound body”.

3. CONCEPT OF TEACHING
Teaching is a versatile field that requires at all times the correct identification of indices of
developments in the society. The word teaching is use to mean teaching-learning process, where there is
an interaction between the teacher and the learner(s). We refer to teaching as effective only when there is a
relative change in learners’ behaviour. Teaching therefore can be referred to an art and science of instilling
fear of God through behaviour modification which lead learners to acquiring wisdom.

4. TEACHER EDUCATION PROGRAMME IN NIGERIA

Teacher education is a series of complex and complete procedure of preparing individuals whose
work is imparting knowledge to other individuals with the aim of contributing to national development.
Teacher education therefore refers to the government policies and educational practices designed to equip
prospective teachers with the knowledge, attitudes and skills that enable them perform their duties
effectively in the classroom, school and wider society.

i. Objectives of Teachers Education Programme in Nigeria

The National Policy on Education (NPE) is the document that states the philosophy of
education in Nigeria. This document stated also the goals of other components of the Nigerian
educational system including teacher education. The policy gave the following as the goals of
teacher education in Nigeria (FGN, 2004):
(a) Produce highly motivated, conscientious and efficient classroom teachers for all levels of our
educational system (pre-primary, primary, secondary and tertiary)
(b) Develop the spirit of enquiry and creativity in teachers;
(c) Assist teachers fit into social life of the community and society at large and enhance their
commitment to national goals;
(d) Provide teachers with the intellectual and professional background adequate for their
assignment and make them adaptable to changing situations;
(e) Improve teachers’ commitment to the teaching profession.
The policy went further to state that:
(a) all teachers in educational institutions shall be professionally trained.
(b) teacher education shall be structured to equip teachers for the effective performance of their
duties;
(c) the minimum qualification for entry into teaching profession to be the Nigeria Certificate in
Education (NCE).
ii. The Early Schools and Teacher Education (The Coming of the Missionaries)
The history of teacher education in Nigeria is as old as western education in the country.
This is traceable to the activities of the various church missions in Nigeria. The Church Missionary
Society (CMS) established the first Teacher training Institution in Abeokuta, western Nigeria, in
1859. The Baptist Mission also founded the Baptist Training College Ogbomoso in 1897, with the
Wesleyan Mission establishing the Wesley College in Ibadan in 1918. In the Eastern part of
Nigeria, the Hope Waddell Institute was founded in Calabar in 1892. Later in 1909, the then
Colonial Government established the Nassarawa Schools in Northern Nigeria. Katsina and Toro
Colleges were later established in 1927 and 1929 respectively. The Church Missionary Society
(CMS) also set up Teacher Training Institutions. The Grade III Teachers certificate was the
qualification most of these Institutions award. Later on Teachers Colleges awarding the Grade II
EDU 101: Introduction to the Teaching Profession Lecture Note

sprang up. The Grade I Teacher Training was later introduced and aspired by ambitious teachers
willing to enhance their status to qualify for teaching in Secondary Schools.

iii. The Development of Teacher Education Programme in Nigeria

The earliest curriculum for the early teacher training consisted of subjects like; English,
Arithmetic, Writing, Geography, Hygiene, General Studies, Geometry, Agriculture, Nature Study,
Local Languages. The Ashby commission report however observed a lot of anomalies in the then
colonial education in Nigeria, including Teacher Training that was seen to be highly inadequate.
Many teachers were un-certificated and improperly trained. This resulted in the recommendation
for massive expansion of intermediate education for teachers aimed at upgrading the existing
teaching force. This brought about the existence and emergence of Advanced Teachers Colleges,
and which later metamorphosed into Colleges of Education. The first of these Advanced Teachers
Colleges designed and established by the Federal Government, were meant to produce well-
qualified non graduate teachers for secondary schools to replace the older well established Grade II
Teachers who were not qualified to perform the task. The scheme provided teachers with the NCE
(Nigeria Certificate in Education), that are of good quality and the right quantity to meet the
educational needs as at that time.

The number of these colleges gradually increased to cater for expansions in demands for
education and qualified teachers. These Colleges award the NCE certificate with some of them
upgraded to award B. Ed degrees of affiliate Universities. The duration of the NCE is usually three
years for the full time students, while the part time students spend upwards to five years to
complete their programme of studies. Universities established prior to independence, at
independence and post independence, also provided teacher education programmes. Established
Faculties of Education and Institutes of Education in these Universities, Federal, State, Private and
Military, also provided professional training for teachers.

iv. Institutions with Teacher Education Programme and the Certificate Awarded

There are many institutions for teacher education in Nigeria who are charged with the
responsibilities of awarding teacher certificates. Such institutions include:

(a) Teachers Colleges (now phased out) which award Grade II.
(b) Colleges of Education, which award National Certificate in Education (NCE), affiliated
B.A. Ed, Bsc.Ed, and PGDE.
 EDU 101: Introduction to the Teaching Profession Lecture Note

(c) Universities (faculties of education and institute of educations), which award B.A Ed,
B.Ed, Bsc.Ed, PGDE, M.Ed, and M.Phil/Ph.D in Education.
(d) Polytechnics (schools of education), which award NCE and degree categories in the areas
of vocational and technical education.
(e) The National Teachers’ Institute (NTI), which award NCE through distance learning.
(f) National Institute for Nigerian Languages (NINLAN), which award NCE.
(g) National Mathematics Centre (NMC), which award NCE in mathematics education.

5. TEACHER TRAINING IN NIGERIA

Teacher training is an experience acquired by teachers that leads to the acquisition of skills. It is a
process for preparing teachers for different teaching jobs, enabling them to improve their job capacities
and potentials. There are two types of teacher training: pre-services training and in-services training.

i. Pre-Service Training

The term pre-service training refers to normal school education or special training given to
individuals who are prospective teachers before the commencement of their teaching career. This
education or training is acquired in the colleges of education, universities, polytechnics and other
relevant institutions. The pre-service training prepares the prospective teacher to participate
effectively in the educational system and usually involves exposure to various concepts of teaching
and learning, and contents of different subject areas depending on the area of specialization of each
teacher.

ii. In-Service Training

The in-service training is the type of training given to the serving teachers. It is a kind of
training given to both professional and non-professional teachers. It is given to professional
teachers in order to advance their knowledge by furthering or attending seminars and workshops.

Apart from advancing knowledge, in-service training provide opportunity for non-
professional teachers to upgrade themselves to professional teachers. A teacher with HND (High
National Diploma) for example, enrolled into any institution awarding education certificate to
obtain relevant certificate that can qualify him to become a professional teacher.
6. TEACHING AS A PROFESSION
i. Meaning of Profession
Profession refers to any type of work that requires longtime and extensive period of
training and study that make its practioners acquire and master specialized knowledge and skills. A
member of a profession is called a professional. Example of these professionals include
professional football players, professional doctors, professional lawyer, professional teacher, etc.

ii. Characteristics of a Profession

A profession should have the following characteristics:

(a) It requires an intensive education and training.

(b) It is licensed and certified.
(c) It has an effective entry procedures.
(d) It is guided by some codes of conduct.
(e) It has strong bodies protecting its interest.
(f) It is independent and has freedom of practice.
(g) It is a life chosen career for its practitioners.
(h) It is highly regarded in the society.
v. Is Teaching a Profession?
Professionalization of teaching has been a topic of controversy in Nigeria especially among
educators, teachers, administrators, students and the public at large. The question of whether
teaching is an occupation, a vocation, a semi-profession or a profession has further complicated the
situation to the extent that members of the public have accorded low status and recognition to
teachers. It is commonly acknowledged in Nigeria that only very few people are proud to be
identified or introduced themselves as teachers, as do doctors or lawyers. Teaching is a type of
profession that its practitioners are not proud to claim. This is because government pays no better
attention to the area of education, which leads to the neglect of teaching and the teachers. As a
result, not all professional teachers are willing to teach, leaving teaching open to all kinds and
manners of people to come in, making teaching less profession.

The inability of Teachers Registration Council of Nigeria (TRCN) to regulate entrance into
the profession is today a major short-coming in the teacher professional development in Nigeria.
For instance, today anyone can seek to be employed as teachers in Nigeria even after 16 years
of the establishment of TRCN. In Nigeria, both the government and the private school
proprietors
 employ anyone who has qualifications beyond the ordinary level or school certificate no matter the
discipline. The matter is as worse in the private schools where proprietors employ even secondary
school dropouts and failures. This discourages people willing to enter the profession and so the
profession becomes open to frustrated individuals who are not able to enter other professions or
people who use teaching as stepping stone to other vocations. The new proposal to change the
Teacher Registration Council of Nigeria (TRCN), to be Teacher Regulatory Body of Nigeria
(TRBN), may be the only hope for teaching to recover to its lost professional glory.

7. THE TEACHER
i. Who is a Teacher?
The teacher is important in the scheme of developing the educational potential of any
nation. He is a person recognized and employed to help learners in a classroom situation in order
to achieve set educational goals. He is described as the professional, who imparts knowledge,
learning experiences at his disposal to stimulate, guide, direct and facilitate learners to acquire
adequate mastery of the skills being imparted. He is someone who causes learning to take place;
someone who imparts knowledge, skills, values and attitudes to a group of learners. From the
definitions, it is clear that a teacher is one who helps the learners often in a school, as well as in a
family, religious and community setting. Learning cannot take place without the teacher, even
though he is not physically present; he is indirectly represented by the medium through which
learning takes places. Teachers therefore are the major instrument for achieving educational goals
and national development hence no nation can rise above the standard of its educational system
ii. Types of Teacher
There are many classifications of teachers. We can classify teachers based on their
leadership style: Authoritarian teacher who do not listen to the opinion of their students;
Democratic teacher, who allow students to participate in decision-making; and Laissez-Faire
teacher, who allow students to do whatever they like. Another way to classify teachers is on
nature-nurture nexus. The hottest debate in education class is not more than that of whether teacher
are born or made. It is an accepted fact that teachers are usually not born but made. Good teachers
nurture their knowledge and skills through constant and deliberate efforts. This is because the
argument that teachers are born is baseless.

iii. Qualities of a Good Teacher

Teacher qualities can take different forms depending on the perspectives at which someone
is looking at it. Teacher qualities can be based on teacher personal character, educational
 EDU 101: Introduction to the Teaching Profession Lecture Note

qualification or professional competence. Teacher qualities as a whole can be summarized as

follows:

(a) Committed to teaching profession and educational goals.

(b) Have respect and love for all learners.
(c) Master his subject matter and teaching methods.
(d) Fair and just in reward and punishment.
(e) Patient and emotionally stable.
(f) Have sense of humour and laughter.
(g) Cooperative and democratic in nature.
(h) Politically neutral and religiously tolerant.
(i) “Easy going” and approachable.
(j) Culturally and socially adaptive.

8. TEACHER PREPARATION
Preparing teacher is a long process that requires step-by-step and stage-to-stage procedure.
Prominent among this procedures include:

i. Microteaching
Microteaching is an interaction between teacher-trainer and teacher-trainee. It is part of the
requirements for students undergoing education programme at colleges of education, universities,
polytechnics or any other institution awarding education certificate. It is a practical short time
demonstration and detail discussion, usually in a teaching laboratory, that help minimize the risk of
making serious mistakes during teaching practice by student-teacher. It is a small-scale teaching
preparation and exercise, which is meant to build the confidence of student teacher before embarking
on the real teaching practice. It is a very short time exercise that last between 10 to 15 minutes, and
occur usually only once.

ii. Teaching Practice

This is the practical and professional component of the entire teacher education programme.
Students are expected to be on a practical teaching that will expose them to the practice of all the
theories and principles they have learnt in class. The students are to stay away for a period of about
twelve weeks for the teaching practice during which their lecturers will supervise them regularly. The
number of visits to the students is dependent on the institution policy. It could be up to six times in
some institutions. Teaching Practice is the only opportunity for student‐teachers to apply and develop
 EDU 101: Introduction to the Teaching Profession Lecture Note

their practical professional skills. The duration and frequency were also determined. Lecturers are
expected to effectively coordinate the overall teaching practice preparation programme. This should
contain a gradual building up of assignments, micro‐teaching and classroom observation activities in
a way that student‐teachers are prepared through their various courses in a consistent and effective
manner of Teaching Practice. It should be assessed by applying the relevant teaching standards and
providing evidence of how well student‐teachers achieve them.

iii. Mentoring
This is strategy in which highly experienced teachers in a school are assigned a number of less-
experienced ones to serve as their mentors or professional guides. This is a self-help in-service
approach that drastically reduces the cost of financing training programmes for teachers within local
government areas. Thus, the expertise of good/experienced teachers is utilized to up-date other
teachers in neighbouring schools in the same area.

9. TEACHER PROFESSIONAL BODIES AND UNIONS

There are many professional bodies and unions that work either independently or in collaboration
with one another to protect the interest of teachers and teachers welfare. These include:

i. National Union of Teachers (NUT)

The National Teachers Institute (NUT) is the biggest body that brings teachers under one
umbrella. It is established in 1931 to look into the welfare of teachers. The problem that lead to the
creation the union was arbitrary cuts in teachers’ salaries. The first president of the union was
Ransome O. Kuti. Although, due to some factors, the union has limited power and control over
teachers affairs. Every teacher is automatically a member of the union by virtue of his
appointment. The union had played several roles in the areas of curriculum development,
organization of seminars, planning and revising the National Policy on Education (NPE), and
establishing professional development committees at state levels.

The following are the purposes behind the creation of the union:

(a) To study, promote and improve teachers’ condition of service.

(b) To strive to improve the quality of education in Nigeria.
(c) To improve in quantity and quality teachers and infrastructure.
(d) To establish mutual understanding among the Nigerian teachers.
ii. National Commission for Colleges of Education (NCCE)
The National Commission for Colleges of Education (NNCE) is assigned to effectively
monitor, supervise and enhance the quality of a uniformly standardised teacher education
programme at the NCE level in all Colleges of Education in Nigeria. The duration of the National
Certificate in Education (NCE) is three years for the full time students and five years for the part
time students. There are however suggestions on the imperative need to make the programme of
four year duration for the full time students. Basically, an NCE student is expected to take a
number of courses that constitute the following subject areas: General Education; Major Teaching
Subject, Minor Teaching Subject; General Studies; Teaching Practice; and Project Writing. The
NCCE was established in 1989 and was given the mandate of ensuring adequate supervision of all
aspects of non-degree teacher education and teacher professionalization. The Commission was also
mandated to, among other things:

(a) Make recommendation on the national policy necessary for the full development of teacher
education and training;

(b) Determine the qualified teacher needs of the country for the purpose of planning training
facilities and in particular, prepare periodic master plans for the balanced co-coordinated
development of Colleges of Education;

(c) Enquire into and advise the Federal Government on the financial needs of the colleges and
receive block grants from the government and allocate to the colleges based on approved
formula;

(d) Lay down minimum standards for all programmes of teacher education and accredit their
certificates and their academic awards;

(e) Undertake periodic review of terms and conditions of service of personnel in the Colleges of
Education and make recommendations thereon to the government;

(f) Collate, analyse and put together information relating to teacher education in the country; and

(g) Make recommendations on the development of pre-vocational, technical, agricultural, business

and home economics education in all our primary and junior secondary schools and advise
government as to the necessary facilities for them, the course requirements, the relative
contribution of government and industry and how to ensure that women take full part in the
programmes.
EDU 101: Introduction to the Teaching Profession Lecture Note

iii. Teachers Registration Council of Nigeria (TRCN)

Teachers Registration Council of Nigeria (TRCN) was established in 1993. a big boost to
the status of societies, which expect a great deal from their educational systems. The TRCN since
its establishment has been working relentlessly to uphold the teaching profession in the country.
Some prominent actions of the TRCN are:

(a) Launching of campaign for the registration of teachers;

(b) Initiating awareness and organizing continuous training and professional development
programmes for teachers;

(c) Holding regular and consultations with stakeholder and programmed partner.

These goals are necessary for the achievement of other emerging goals of education such as
gender parity by 2005, universal basic education by 2015, life-long learning, life skills education,
HIV/AIDS education, and competency in the use of ICT. As key agents in these changes, teachers
face high expectations, new roles and demands.

According to the provisions of Teachers’ Registration Council Act (2004), teachers are
categorized into four main classes namely:

A – Class: Holders of Ph.D. in Education or Ph.D. in other field plus Education (i.e. PGDE)
B – Class: Holders of Masters Degree in Education or Masters degree in other field plus
Education (i.e. PGDE)
C – Class: Holders of Bachelors degree in Education or Bachelors degree in other field plus
Education (i.e. PGDE).
D – Class: Holders of Nigeria Certificate in Education (NCE) or equivalent.
The provision of the TRC Act emphasized that, holders of the TC II and equivalent shall be
given provisional registration which had terminate at the end of 2006. This suggests that the
minimum NCE requirement as the baseline for teaching in Nigeria had started since January 2007.
iv. The National Teachers’ Institute (NTI)
The National Teachers’ Institute (NTI) was mandated by Act No 7 of 1978 to organize
programmes for upgrading and updating practicing teachers at all levels, a task, which it has been
engaged in since its establishment. In Nigeria, unlike other countries, the re-training of teachers
has not received the desired attention from local, state and federal government. There has not been
any systematic attention to update regularly the knowledge and skills of teachers in the light of the
 EDU 101: Introduction to the Teaching Profession Lecture Note

changes in curriculum and the wider society. This neglect has in turn affected the quality of
teaching in schools. It is in recognition of this that the Federal Government has under the
Millennium Development Goals (MDGs) project, directed the institute to retrain teachers in
Nigeria.

The NTI is fully committed to capacity building for primary and secondary school teachers
as demonstrated by the range of retraining programmes. Apart from the upgrading courses that the
institute has been implementing for many years (TCII, NCE and PTTP), the institute introduced
proficiency diploma courses in Early Childhood Education (ECE), Guidance and Counseling
(G&C), School Supervision and Inspection (SSI), and the Postgraduate Diploma in Education
(PGDE). Indeed, the institute believes that an effective implementation of the Universal Basic
Education (UBE) curriculum must begin with strengthening the capacity of existing teaching force
through in-service training and re-training that will:

(a) disseminate innovative practical skills that will enhance the teachers’ effectiveness and
thereby enhance the quality of learning;
(b) update the teachers’ knowledge of subject matter;
(c) contribute to the development of positive attitudes and self-concept by the teachers; and
(d) enable teachers to make pupils perceive learning as an interesting pleasant activity that
promotes self-understanding, inquiry and critical thinking.

In 2002, the institute drew a five-year master plan on the professional development of
teachers (2002-2006). The components of the plan are:

(a) training workshops on teaching the core subjects of English, Mathematics, Primary Science
and Social Studies;
(b) training workshops on improvisation and utilization of instructional materials;
(c) training workshops on school based assessment;
(d) distribution of multimedia learning packages (audio, video, print) on innovative teaching
methods that provide on-the-job professional support for teachers, disseminate information on
preventive education especially malaria, tuberculosis and HIV/AIDS.
10. CHALLENGES FACING TEACHER EDUCATION IN NIGERIA
Teachers form the hub of the education process. It is in this context that teacher education becomes
a matter of great concern. The challenge facing the teacher education system in Nigeria appears herculean,
prominent among these are:
 EDU 101: Introduction to the Teaching Profession Lecture Note

(a) Attitudinal problems: Despite the activities embarked upon by the Local, State and Federal
Government of Nigeria to expose teachers to frequent training and retraining, there are sizeable
number of teachers who are resistant to change due to their negative attitudes to introduce new
innovations and techniques to teach their students, which could lead to students failure.
(b) Students-teacher Ratio: The weak correlation between school enrolments and the number of
teachers employed in each school is the most obvious indicator of poor deployment. Variations in
pupil – teacher ratio between schools are typically very large in Nigeria; they range from 50 to 70
pupils to one teacher.
(c) Teachers’ inability to teach with Information and Communications Technology (ICT): Nigerian
teachers are yet to be developed professionally of ICT skills, competencies and capabilities that are
required for the effective implementation of ICT education. With this problem, Nigeria as a
country cannot join the global competition of the information super highway.
(d) Teachers rarely enjoy the same work environment as other professions. The government schools
are with poor furniture for students and teachers, dilapidated staff rooms and classrooms; and these
could inhibit teaching-learning process.
(e) Lack of Incentives: Nigerian teachers do not receive good salaries as other professionals do. As a
result, commitment to the growth of the profession is affected.

RECOMMENDED LIST FOR FURTHER READINGS

Bagudo, A. A. (2004). Philosophical analysis of educational concepts. Ibadan: Sam Bookman Publishers.

Mahuta, M. G. (2009). Introduction to the teaching profession for teacher-trainees. Sokoto: Mathi
Publisher.

Institute of Education, University of Nigeria, Nsukka (1986). Philosophical and sociological foundations
of education. Associateship Certificate in Education series. Ibadan: Heinemann Educational Books
(Nigeria) Ltd.

Ekpiken, W. E. & Aniefiok O. Edet, A. O. (2014). The role of teacher education and Nigerian teachers in
national development: the way forward. Higher Education of Social Science, 7(1), 139-143. Available
online at http://www.cscanada.net. DOI:10.3968/5349

Jibril, M. A. (2007). Teacher education in Nigeria: An overview. Available online at

http://www.aessweb.com/journal-detail.php?id=5007.

Prepared By Dr. B. B. Kwashabawa & Mal. N. J. Ishaq Page 13 of 13

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