PRODUCTIVITY OF QUALITY TEACHERS AS A RESULT OF TEACHING PRACTICES

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study – PRODUCTIVITY OF QUALITY TEACHERS

The requirement for skillful and thoroughly prepared educators, clever in both substance information and general educational practices in their branches of knowledge, is an exceptionally relevant one in the event that any country is to prevail with regards to fostering the necessary human resources base to encourage public turn of events. This is on the grounds that educators are the principal implementer of instructive approaches, coordinated into school programs as educational plan and prospectuses. As per Eisner (as referred to in Acquah, 2012, p. 29), the job of the educator in educational program execution can’t be over underlined. It is “the educator” who “will have a general aide of points in a subject field, a succession among points, a general arrangement of points, course books, and other educational assets”, to really coordinate and plan the educational plan to suit that level and foundation of the student in the homeroom. It is hence vital to guarantee that the nature of educators preparing foundations produce a large number of years have the expert capabilities important for them to successfully assume their parts as instructors. Educator preparing is subsequently viewed as a significant need in Nigeria, with state funded colleges, completely energized with the obligation of addressing the country’s requirement for qualified instructors from the grade school level, through the lesser and senior secondary school levels, and even to the tertiary level. Notwithstanding these state funded colleges, there are more than 38 universities of instruction ordered to prepare educators generally for the essential and middle schools. Since this review centers around the preparation of senior secondary school A few subject instructors, accentuation is laid on educator preparing at the College of Cape Coast as a case. The focal point of the review was on the preparation of A few subject educators for the senior secondary schools in Nigeria, since Some subject are viewed as a vital discipline that gives citizenship training to further developed cooperation of the person in issues irritating for the most part on both the social and financial improvement of countries. The reasoning for the investigation of Some subject at the senior secondary school level in Nigeria, as expressed in the Showing Schedule for Some subject (2008), proposes that individuals as well as nations have the requirement for more and better quality labor and products, for example, better food, clothing, lodging, tutoring, clinic care and diversion (Service of Training Science and Game, 2008). These labor and products must be acquired by the utilization of assets, for example, Land, Work, Capital and Business which are scant comparative with the interest for them, and which, consequently, should be made due. Some subject, to be sure, is the investigation of the administration of moderately scant assets for fulfilling the requirements of people, associations and nations. As a useful subject, A few subject assists with giving a powerful system to people, firms and states to recognize their fundamental financial issues, and pursue important choices and strategies for increasing the living expectations of individuals and social orders. For such a positive vision to be acknowledged there is the requirement for the preparation of satisfactory and quality A few subject educators. Consequently the Lone wolf of Training program in the College of Cape Coast gives the open door to understudies who wish to help A subject in the senior secondary school to study the subject, and they are justly prepared to turn out to be A few subject educators.

A compulsory necessity for the planning of A few subject educators in the College of Cape Coast is dynamic support in a showing field insight. This is an off-grounds showing exercise where understudies are expected to rehearse the speculations they have procured in the homeroom under the oversight of their speakers and educators on the field to additionally foster their educating proficiency. A relaxed perception and casual conversation with a cross-section of understudies imply that some seem not to completely see the value in the embodiment of the off-grounds educating practice. They seem to see the activity as a prerequisite for graduation. Is this affirmation valid? On the off chance that it is, such student educators are logical not to view the practice in a serious way since it has been laid out that a person’s apparent advantage of a peculiarity is accepted to impact the individual’s overall demeanor towards that specific peculiarity. For example, studies have uncovered that individuals’ apparent advantage of quality innovation impacts their acknowledgment of such innovation (Flashes, Shepherd and Frewer, 1994; Frewer, Howard, and Shepherd, 1995). Along these lines, one can’t limit the likelihood that student some subject educators’ view of the significance of field experience could impact their overall disposition towards the activity. A positive view of the significance of field insight to student instructors is probably going to impact the degree of significance they would connect to the activity and this could influence the overall viability of the activity.