Affective and Cognitive Characteristics of Nigerian Student-Teachers : Towards Developing an Effective Teacher Education Framework <Special Issue : Study results of the Africa-Asia university dialogue for educational development network second phase>

Adeosun Oyenike

Oni Soji

Oladipo Bayo

国際教育協力論集

Journal of International Cooperation in Education

[PISSN] 1344-2996

[EISSN] 1344-7998

[NCID] AA11281847

The study analyzes the affective and cognitive traits of teacher trainees in higher educational institutions in Nigeria. This is with the view to develop an effective teacher education framework by using inputs from the trainees, in-service teachers and teacher educators and incorporate their ideas into the structuring and organization of not only the educational programmes but also the admission processes into such programmes. Using inputs from classroom teachers, teacher trainees, teacher educators as well as basic education students, a compilation of the personal and professional characteristics of an effective teacher was drawn. These are then developed into a comprehensive open- and close-ended questionnaire covering trainees' perception of and attitude to teaching, their belief systems, measures of cognitive and affective characteristics as well as test of personality trait. The main sample for the study comprised three hundred teacher trainees drawn from two universities and one college of education from south-west Nigeria. The findings showed that Nigerian teacher trainees possessed varied and widely spread cognitive and affective behaviour some of which are suited for the teaching profession. However, the study could not determine if these attributes are reflective of their personality types prior to exposure to teacher education or not.

教育 [ 370 ]

英語

広島大学教育開発国際協力研究センター

Copyright (c) 2013 「国際教育協力論集」編集委員会

[ISSN] 1344-2996

[NCID] AA11281847