Introduction
Background to the Study
The global claim that education is a
major, sure and potent instrument for the attainment of sustainable development
in all human society today cannot be overemphasized. Developing countries face
barrage of extraordinary problems among which
are abject mass poverty, ignorance. The solution of course lies in proper education of the masses.
are abject mass poverty, ignorance. The solution of course lies in proper education of the masses.
Thus, education according to Ogunna
(1981) helps cushion high rate of illiteracy effect, emancipate the masses from
the shackle of ignorance, equipping them with cognitive skills to induce
development and also make them aware politically, economically and enables them
produce and develop teaming human resources, producing caliber of personnel
imbued with skills for productivity. Ukeje (1988) pointed out that education
unlocks the door to modernization and sustainable development but that, it is
teachers that hold the key to the door. Thus, the teacher has the
responsibility of translating educational policies into practice and programmes
into action.
Okafor (1991) speaking about the
mysteries of America’s power, pointed out that America built her greatness in
the classroom. Developing countries, Nigeria in particular should emulate this.
It is clear from the foregoing that the
role of the teacher in sustainable development cannot be quantified, especially
in training personnel in various areas of workforces. However, the teacher
needs to be properly educated and trained for professional efficiency and
inculcated with a positive attitude that will enable him or her go through the
training properly and come out well equipped for the responsibility ahead. Many
nations have solved many of their problems through education and the mystery
lay in effective classroom activities. The mystery of America’s greatness lay
in the caliber of teachers. By the same token, today the mystery of America’s
greatness emerged from the classroom.
Professors place high premium on
teaching practice because it enables the students practicalize all the
theoretical teachings on the education principles and practice. In view of
this, teaching practice occupies a key position in the programme of teacher
education and is the common professional element in preparation of teachers. it
is the first official opportunity for student teachers to be involved in actual
teaching experience (Trowbridge & Bybee, 1994).
References
Akban,
R.A. (2002). A study of prospective secondary school teachers and development
of practical teaching model. Arid Agricultural University, Rawalpindi.
Unpublished Ph.D. Thesis.
Furlong,
O.E. (1988). Internal teacher training
and the role of the school. Open University Press Philadelphia.
Ogumma,
A.C.E. (1981). Education as an instrument of National development in Nigeria. Alvan Journal of Social Sciences, 1; 70
– 81.
Okafor,
F.C. (1991). Nigeria teachers’ education:
A search for new direction. Enugu: Fourth Dimension Publishing Co. Ltd.
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