New trends in physics teaching, v.4; The ... - unesdoc - Unesco

Teacher education: a case study
through continuous assessment of content, Project Work, Improvisation and Teaching Practice.
Final Teaching Practice is normally assessed by a panel of tutors as external examiners on behalf
of the University. The panel supervises distinction, borderline and a sample of average candidates.
Project Work which is worth distinction or is borderline is examined by the Chief Examiner.
The external examination is made up of two theory papers: one comprises objective and
structured questions on content while the other paper comprises essay-type questions covering
science content and teaching methods.
Tutors from the various colleges write their questions and meet the Chief Examiner. After
discussing and analyzing these questions, the Chief Examiner composes the two examination
papers. The students are therefore examined on what they are taught. This method of assessment
is similar to that of the Certificate of Secondary Education (CSE) Mode 111 Examination
as used in the United Kingdom. These are written entirely by the teacher or a group of teachers
on a syllabus designed by them and approved by the Examination Board.
PROBLEMS ARISING FROM THE COURSE
The results of the questionnaire to the Principals mentioned earlier revealed that staffing problems
for science and mathematics were most acute. The lack of tutors oriented to the philosophy of
the course is a serious problem. Ideas about the new methods of teaching are introduced into the
colleges only to be handled in the traditional way. It is like pouring new wine into old bottles.
Some science tutors find it difficult to teach integrated science and science teaching methods.
They feel insecure with the new course.
Students are very observant and can evaluate their tutors. From interviews I have held with
them, most of them think that the quality of tutors is not up to their expectation. Most tutors
are fresh from the diploma-awarding colleges and universities and have little experience in teaching
at this level. The employment of part-time tutors from the neighbouring secondary schools to
teach the course, the philosophy of which they do not understand, makes the students think
that the course designers have under-rated its difficulties.
The second problem is caused by the national service scheme which was started in 1973.
Students graduating from the universities are sent to work in the departments other than those
in which they wil be working eventually. The idea is to encourage young people to work in the
rural areas so that they can become aware of some of the country’s problems. Some of these
national service men are sent to teach in the training colleges.
There is a high staff turn-over. National service men and part-time teachers change every year.
The traditionally oriented tutors either go into education administration or go to head Junior
Secondary Schools. An even bigger problem is the exodus of teachers to neighbouring West
African countries.
The varied differences in the standards of students is a difficulty for tutors. The entry qualification
is four GCE ‘0’ level passes. These should include English Language, Mathematics and a
science subject. Since most students wil prefer to go to a sixth form, those who enter for teacher
training are normally those who cannot qualify for that. Consequently, there are students who
have little background knowledge of science or mathematics or even none at all. It has been
found [3] that 9 per cent of the students have biology, 10.7 per cent chemistry and 21.7 per
cent physics backgrounds. How to bring this mixed-ability group to achieve the same objectives
in three years is a very considerable problem to the tutor. The principals say that between 1 and
3 per cent of entrants to the courses actually qualify.
26 1