MENTOR AND TRAINEE ISSUES IN TEACHING PRACTICE

Abstract

ABSTRACT In this paper, a criteria was adopted to report on the findings of the study conducted with teacher trainees from the Kano metropolitan, Kano state in North Western region of Nigeria. The challenges and prospects of teaching practice programmes was reviewed. A case study method in the form of qualitative descriptive research was used for the methodology and design of the research. A sample of 2 out of every 5 teacher trainees who had spent a minimum of 2 years from different tertiary institutions was randomly selected. The data analysis was based on research questions and guided by the theoretical framework of the study. The findings reveal that teaching practice for the 21st century is plagued by challenges that affect the success of the programmes. Some of the challenges identified are that teacher trainees use wrong criteria to select practice schools, teacher trainees are not adequately prepared for teaching practice, mentors are not sufficiently involved in teaching practice because they lack knowledge of mentorship, and the assessment and awarding of teaching practice marks are subjective.

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