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Academic Collaboration and Teacher Education in Nigeria: Problems and Prospects

Tupeleebi E Oydonghan PhD and Benneth Ifiezibe PhD, s

Abstract

Teacher education is the engine room of any nation’s educational achievement as it involves putting the incoming generation on the right path to enable them contribute positively to the nation’s all round development. Improving the level of teacher education therefore is vital to improving the educational efforts of the country. One critical element in improving the quality of teacher education is academic collaboration, which can significantly enhance curriculum and professional development, and instructional practices of educators. Academic collaboration in teacher education refers to the partnership between educational institutions, stakeholders, and other organizations to share knowledge, resources, and expertise to improve teacher training and enhance educational outcomes. It is important to note that what one does not have, what cannot give. Therefore, teachers in training need to be exposed to it. Collaborative learning in teacher education has two advantages. It enables teachers to pull together their energies and available resources, and equip would be teachers to be ready for the 21st century learner centred classroom interactions. Involving collaborative learning in Nigeria’s teacher education setting have some setback as: inadequate infrastructure, cultural factors, most teachers’ are adamant to changes, lack of required cooperation among schools’ management, and it may not be appropriate for most conventional schools’ time table. It recommended that the government, school management and teachers of teachers, give collaborative learning a trial to effectively initiate a change in the production of teachers and their effectiveness in their classroom practices.

Keywords

CollaborationCollaborative learningTeacher educationProblems

References

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