Volume 6, Issue 8, August – 2021 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Pedagogical Development of Teachers in

Training through School- Based Teacher
Development Strategies
Anighoro Oyedunni Olabimpe Nwaboku, N. C
PhD Candidate; Educational Technology Professor; Educational Technology
Science & Tech Education Department Science & Tech Education Department
Faculty of Education Faculty of Education
Lagos State University, Ojo, Lagos State Lagos State University, Ojo, Lagos State

Abstract:- Over time, it appears there has been a I. INTRODUCTION

mounting anxiety about the state of teacher education and
the adequacy of teachers in the school system at all levels. There has been an increasing recognition in recent years
Attempts have been made to improve on the quality of of the need for a teacher professional development strategy
teacher education, with interventions ranging from that goes beyond merely acquiring new subject information
various forms of pre-service provisions through distance and talents. The adoption of a broader perspective on teacher
learning strategies to short-term training packages in the learning and practice has resulted in this shift. Teacher
course of improving teachers’ development, yet no professional development refers to actions aimed at
appreciable improvement has been made. This study enhancing a teacher's talents, knowledge, competence, and
therefore, investigated the effect of School Based Teacher other characteristics (Tribble, 2017; Caena, 2011). As a
Development Programme (SBTD) on the enhancement of result, according to Tribble (2017), increasing individual
pre-service teachers’ pedagogical skills acquisition and abilities, knowledge, and competence, among other
performance during teaching practice exercise. Two characteristics, necessitates professional development that
research questions and two hypotheses guided the study. focuses on improving and assessing learning outcomes.
This study employed multi-stage sampling technique Strong evidence and expertise, as well as collaboration and
which involved the purposive and stratified sampling expert challenge, support this (Gretter & Yadav, 2018). This
technique to select the respondents with a sample size of professional development program is designed to maintain
120 from a population size of pre-service teachers in the and prioritize the school's teacher quality. In essence,
faculty of education 2019/2020 academic session. The professional development has been re-conceptualized with
instrument used in the collection of data was Pre-Service shifts in perspective from knowledge to teaching practice
Teachers’ Skills Acquisition Questionnaire (r = 0.83). The (Ambarita & Ridho, 2016; Nuralisa, Murniati, & Djailani,
teaching practice assessment scores of the respondents 2015), from one-time training to ongoing learning, and from
were obtained and adopted to ascertain the achievement individual to collaborative learning (Ambarita & Ridho,
level of pre-service teachers after being exposed to the 2016; Nuralisa, Murniati, & Djailani, 2015). (Idris, 2016;
SBTD. The study lasted for 12 weeks divided into two Tesfaw & Hofman, 2014; Yunus, Yunus & Ishak, 2012)
equal halves of six weeks training and six weeks of
observation period of the enhancement of the school Traditional training approaches and newer approaches
based teachers’ development strategies on the teaching have a clear difference and gap, with the former failing to
skills of pre-service teachers. Descriptive statistics (means meet the needs of teachers and the latter appearing to meet
and standard deviation) and Analysis of Covariance at the demands in the teaching and learning process (Mudawali
0.05 level of significance were employed in analyzing the 2017, Darling-Hammond, Hyler, Gardner, and Espinoza
data collected. Findings revealed that there was 2017, Walker, Spencer, Claiborne-Payton, and Whiteman
significant main effect of SBTD on pre-service teachers’ 2017). Furthermore, Gretter and Yadav (2018) distinguished
skills acquisition ((F(1, 111) = 74.147, p < .05, ɳp2 =.444). between the conventional and modern skills of teaching,
There was no significant main effect of gender on pre- saying that the old method is based on "skills and
service teachers’ skills acquisition (F(1, 111) = .283, p > knowledge," whilst the new approach is referred to as
.05, ɳp2 =.003). Based on the findings, it was concluded "professional development." The modern approach is more
that the students who used SBTD intervention performed aware of the setting in which teachers operate and is founded
better than their counterpart. It was recommended that on a shared concept of teacher learning and professionalism.
SBTD programme should be introduced to teaching Based on a thorough review of current research in the field of
practice to raise a generation of qualitatively bred teacher professional development, Johnson and Fargo (2014)
teachers in our educational institutions. depicted teacher learning as a complex system with systems
inside systems.
Keywords:- Pre-Service Teachers, Pedagogical Skills,
School-Based Teacher Development Programme

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Volume 6, Issue 8, August – 2021 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
The process of enhancing staff skills and competencies Curiosity, drive, and fresh ways of thinking are all
in order to provide quality education to pupils is known as sparked by professional growth (Shaha & Ellsworth, 2013).
Professional Development (Adedeji & Syakirah, 2018). It's most effective when it's part of a long-term strategy that
Though there is no previous evidence of this happening in includes thorough, well-designed training and personalized
resource-constrained environments, successful teacher follow-up. It's all about rebirth and change. The emphasis
education and training could happen in the framework of the must move from outside the school, where experts offer
school (Tufail & Malik, 2016). Teacher professional training, to within the school, where learning is integrated
development should be school-based, and a strong policy into the classroom, and from ad hoc skill development to
underpinning for development is vital, given the importance content-specific skill and knowledge production (Fattah,
of teacher education and training. It's no surprise that one of 2015; Abu-Heran, Abukhayran, Domonigo, & Perez-Garcia,
the most essential tasks in arranging the educational process, 2014). Professional development that is successful must be
according to Madawali (2017), is to improve and sustain the long-term and, over time, closely connected to classroom
quality of teacher education. Teachers as education agents are instruction. Following in the footsteps of school construction
professionals who have an important role in designing and programs, school-based teacher professional development is
applying the learning practice, evaluating the outcome of now at the heart of efforts to expand, enhance, and reform the
learning, guiding students and conducting studies as well. educational system. The only realistic path ahead is through
Therefore, the guidance in improving the professionalism of school-based teacher development (also known as SBTD)
teachers is constantly required and one way that this can be through technology enhanced learning (May, Sirinides, Gray
achieved is through pre-service teachers’ skill acquisition & Goldsworthy, 2016).
using school-based teacher development programme.
Training models for teachers is considered in many countries The School-Based Teacher Development program is at
to strengthen the school-based “pre” and “in-service” training the heart of the Educational Reform Strategy. By designing
rather than rely on lengthy traditional, institutional pre- interactive pedagogies that better engage students in their
service training (Darling-Hammond, 2016; World Bank, learning, the program attempts to improve classroom teaching
2015; Tanang, Djajadi, Abu & Mokhtar, 2014). and learning techniques. The curriculum lays the foundation
for comprehensive in-service teacher education. It provides a
In an era of public accountability, publicized criteria of thorough overview of a wide range of concepts and
student achievement, national accreditation of teacher techniques for enhancing school teaching and learning. SBTD
education, and national teaching standards, teachers and seeks to increase all students' learning, broaden instructors'
beginning teacher education preparation courses are never far topic knowledge, and improve pedagogical approaches while
from criticism. According to national and worldwide surveys preserving quality, equity, and inclusivity (Powell, Diamond,
of graduates, teachers, administrators, and educational Burchinal, & Koehler, 2010). SBTD provides professional
institutions, initial teacher education coursework does not development to teachers on a school-by-school basis. As a
adequately prepare graduates for real-world teaching (Shieh result, instructors will be able to explore various techniques
& Wheijen, 2014). Lack of time for practicum; separation of and feedback on students' responses as soon as the program
theory from practice; transmissive teaching model; lack of begins. “A mixed multimedia curriculum that consists of six
accountability; fragmentation of coursework; and lack of main modules, each of which deals with a distinct element of
collaboration and consultation between universities, schools, active teaching and learning,” according to SBTD. Admission
and in-service teachers (Taylor, Roth, Wilson, Stuhlsatz, processes into the pre-service program are the first step in the
2017; Capps, Craven, Craven, Craven, Craven, Craven, recruiting process for teachers.
Craven, Craven, Craven, Craven, Craven, Craven, Craven,
Cra (El-Bassuony, 2017). Teaching practice is an important component of teacher
preparation programs at teacher education institutes in
Furthermore, many pre-service teachers have stated that general, as well as in Nigerian universities' faculties of
their practicum experience was the most influential in their education. It is the time when student teachers are assisted in
learning to teach (Mista & Embir, 2016; Hill, Beisiegel & putting the theories and concepts of education learned in the
Jacob, 2013). According to pre-service teachers, in-school classroom into practice while teaching pupils in cooperating
environments give immersion in practical, real, and urgent schools.
teaching situations, whereas academic settings are viewed as
"theoretical and remote" (Allen, Hafen, Gregory, Mikami & There are three stages of teacher education in Nigeria.
Pianta, 2015). There is also a common misconception among The first and second levels of post-secondary education,
the general public that the majority of educated people teach. which last two and three years, are meant to train teachers for
Effective teaching, on the other hand, entails more than just primary and junior secondary schools, respectively. Nigerian
knowing subject matter or theory, as well as possessing colleges and universities provide a four-year Bachelor of
interpersonal teaching dispositions and a "bag of tricks." Education degree program, which is necessary for
Researchers have described the phenomenon as a time- employment as a senior secondary school teacher (Federal
consuming, dynamic, and unique process (Darling- Republic of Nigeria, 1981, revised 1998 and 2004).
Hammond, 2016; Grossman, Hammerness & McDonald Curriculum and teaching techniques courses, which were
2014). Because of the duties and obligations that instructors mostly offered in the second and third years of the Bachelor
must fulfill, the structure of schools and classrooms, and the of Education degree, were intended to train student teachers
diversity of pupils, learning to teach is a difficult task. in pedagogical skills and specialized subjects.

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The education program emphasizes interconnections A student teacher typically has to complete a twelve-
between theory and practice so that students may form tight week teaching practicum in order to get the required skills to
professional connections between universities and secondary qualify as a competent professional teacher in order to
schools where they will be trained to teach. A twelve-week achieve the aforementioned aims. The student teacher may
teaching practicum is a requirement of both the penultimate face a number of challenges during this period, including
and final levels of the Bachelor of Education degree. classroom management, supervisory attitudes about student
Teaching practicum is a sort of pre-service training for teachers, curriculum creation, instruction, and environmental
undergraduate students that allows them to be exposed to the concerns. Each student teacher is assigned a supervisor
reality of teaching, performance, professional skills, and during this period to assist, lead, correct, and assess the
activities. As they come into touch for the first time with real- students' classroom performance.
life circumstances, it is the sole opportunity for students to
put theories learned and concepts formed in the classroom to A teaching practice supervisor is a college
the test. Under the continual observation of qualified and representative (trained teacher) who oversees the organization
experienced teachers, trainees get the chance to use various of student teachers in the classroom. In order to attain
teaching approaches in actual classroom/school educational goals, he is also considered as as someone who
circumstances. Student teachers are exposed to professional leads and oversees the work of teachers and other school
activities that are part of teachers' duties in schools in staff. To guarantee that teaching and learning processes are
addition to teaching. During their teaching practice, student enhanced, he serves as a bridge between students and
teachers have been encouraged to use a variety of instructors, as well as school programs. Supervision is a
instructional models. Applied Science and Reflective critical action that aids instructors in enhancing their
Teaching are two popular approaches. performance. Because it assists in the growth of teachers-in-
training, supervision is an important part of teacher
Our educational system places a high value on teacher preparation. During a teaching practice exercise, supervisors'
education. It entails the training of teachers who will be in attitudes toward student-teachers can either increase the
charge of putting our educational ideas and policies into student-ability teacher's and competence or detract from the
practice. The objective of teacher education, according to the activity's goal. The entire practice will be ineffective if the
National Policy on Education (2004), is to produce highly student-teacher relationship is not adequately managed.
effective classroom instructors at all levels of our educational During teaching practice, student-teachers should be
system. Teachers must be sufficiently exposed to both the supervised on a frequent basis. The supervisor should be
academic (theoretical) and practical elements of teaching in qualified and experienced so that he or she can provide the
order to teach professionally and efficiently. Teaching is a needed assistance to the student instructors. The supervisor is
significant tool in today's culture. Teaching is the process anticipated to have extensive experience in properly
through which a teacher uses his or her knowledge of the monitoring the school-based teacher development program so
students, subject matter, and technique to assist a student in that students can be directed appropriately. As a result, this
learning. According to existing literature, teaching is defined study looks into how pre-service teachers acquire these
as the use of educational information, techniques, and space abilities through a school-based teacher development
to educate anybody who want to be educated (Yaki & program, with the goal of increasing and improving
Babagana, 2016; McArdle, 2010). It entails direct interaction productivity.
between the teacher and the student. It is a complicated set of
mutually beneficial actions that both the instructor and the II. STATEMENT OF THE PROBLEM
student engage in in order to enhance learning.
No educational system can rise above the level of its
Teaching practice is a period of time when a student teaching staff (The National Policy on Education, 2014). If
teacher is assigned to a specific institution, such as a primary education remains the bedrock of development, then,
or secondary school, for supervised teaching as part of their something urgent and potent has to be done to the continuing
graduation requirements and to gain valuable teaching falling standard of education in Nigeria that has reached an
experience. Teaching practice is a phase during which student alarming stage. Over time, there has been a mounting anxiety
teachers learn about the teacher's actual work in the about the state of teacher education and the adequacy of
classroom as well as outside-of-class experience (Oparah, teachers in the school system at all levels. The Universal
Nwoke & Ikwuanusi, 2017; Yusuf & Afolabi, 2010). Basic Education, (UBE) stated in 1999, when it was floated
Teaching practice is a laboratory where a student may put stated that “only well trained teachers should be employed to
what he or she has learned about successful teaching into successfully translate the objectives of the body to reality”
practice. Students' teaching experience is crucial in preparing (Oparah, Nwoke, & Ikwuanusi, 2017). Traditional teacher
them for future teaching responsibilities. The general professional development has been provided in various ways
objectives of teaching practice, according to the National such as pre-service training and orientation for new staff, in-
Teacher Institution's teaching practice manual (2005), are to service training, work-based training seminars, mentoring
enable student teachers to: (a) gain general experience- programme and others.
academic, professional, social, and physical related to
teaching profession; and (b) acquire a wealth of practical Interventions have ranged from various forms of pre-
experience from all staff they are likely to come into contact service provisions through distance learning strategies to
with through active participation in the school. short-term training packages in the course of improving

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Volume 6, Issue 8, August – 2021 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
teachers’ development, yet no appreciable improvement has researcher, it is a four-Likert scale format with “Not at all, A
been made. The quality of both in-service and pre-service little, More than a little, A lot” responses. It consists of two
teachers’ falls short of the expected standard for actualization sections A and B. Section A consists of Bio-data of the pre-
of converting objectives to reality in the educational sector service teachers like Gender, Age, Department, while section
(Oparah, Nwoke, & Ikwuanusi, 2017) hence, the debilitating B consists of items on features of the SBTD such as the
effect of this development stares at the nation worrisomely in extent to which pre-service teachers perform activities like
the face. The traditional method of teacher-training which is teaching a whole class, teaching small groups and teaching an
aimed at skill acquisition and enhancing student’s individual; and the extent to which students perform activities
performance is focused on skills and knowledge approach such as observing natural phenomena and describe what they
only. The faculties of Education in various institutions see, watching the teacher while demonstrating an
organize orientation programs to cater for information investigation and formulating their own questions for
dissemination to the students prior to the teaching practice investigations; during the instructional process in their
exercise. In an attempt to bridge the gap in knowledge teaching practice. The instruments were given to experts in
acquisition and practice of pre-service teachers, a study that is educational technology and counseling Psychology for some
interested in addressing education and training for pre-service adjustments, structural corrections, and suggestions to
teachers that will bring about quality and efficiency as a enhance the final construction
major part of their professional development is needed. ahead of administration. The instrument PTSAQ was
According to Nwaboku (2016), it has been observed over the subjected to reliability test using Cronbach’s Alpha with the
years that the skills shown by the teaching practice students coefficient of reliability found to be 0.83. This score indicated
and also the performance based on results derived from that the instrument was found to be useful and consistent for
Teaching Practice by the students are on the average. the purpose for which they were prepared. The data collected
Therefore, this study is to investigate the effect of School was subjected to statistical tool of Mean, Standard Deviation
Based Teacher Development Programme (SBTD) on the and Analysis of Covariance (ANCOVA) using SPSS to test
enhancement of pre-service teachers’ skills acquisition and the efficacy of experimental group over control group. An
performance during teaching practice exercise. alpha level of 0.05 was used to test the hypotheses

III. RESEARCH QUESTIONS VI. FINDINGS

1. Is there a difference in the teaching practice achievement
score of SBTD trainees and those who did not? Research Question 1
2. Is there a difference in the achievement score of male Is there a difference in the performance score of SBTD
and female trainees on SBTD? trainees and those who did not?

IV. NULL HYPOTHESES Table 1: Performance scores of Pre-Service Teachers in

SBTD and those in control groups
H01 : There is no significant main effect of SBTD on pre-
SBTD Mean N Std. Deviation
service teachers skills acquisition
H02 : There is no significant main effect of gender on pre- Treatment 70.81 58 8.821
service teachers skills acquisition. Control 58.87 62 5.500
Total 64.64 120 9.416
V. METHODOLOGY

The study adopted quasi experimental pre-test, post-test, Table 1 show that Pre-Service Teachers in SBTD group
non-equaivalent control group (2x2) factorial design outperformed their counterparts in the control group. There is
consisting of the two levels of treatment (School-Based a difference in the performance score of SBTD trainees and
Teacher Development Strategies and Control), two levels of their counterparts with mean scores of 70.81 and 58.87
gender (Male and Female). The population for this study respectively, in favour of the Pre-Service teachers in the
consists of all pre-service teachers in their final year of SBTD.
2019/2020 academic session in the Faculty of Education,
Lagos State University. The sample of the study comprised of Research Question 2
120 final year pre-service teachers from the department of Is there a difference in the performance score of male
Science and Technology Education, faculty of Education, and female trainees on SBTD?
Lagos State University. The study employed multi-stage
sampling techniques by which they were stratified into all the Table 2: Performance scores of Pre-Service Teachers in
subject units in the department. Probability proportionate to SBTD on the basis of their sex
size sampling technique was used to select the participants. Gender Mean N Std. Deviation
Purposive Sampling technique was also adopted to select the Male 65.44 61 9.400
participants from each of the units of the department because Female 63.81 59 9.442
they were in their final year and was officially allowed to Total 64.64 120 9.416
embark on Teaching Practice. The instrument used for the
study was Pre-Service Teachers’ Skills Acquisition
Questionnaire (PTSAQ). PTSAQ was developed by the

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Volume 6, Issue 8, August – 2021 International Journal of Innovative Science and Research Technology
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The male Pre-Service teachers had a better mean score Test of Hypotheses
of 65.44 than their female counterparts with a mean score of
63.81 as indicated in Table 2. H01: There is no significant main effect of SBTD on pre-
service teachers’ skills acquisition.
To test the hypothesis, the data collected from the field
were summarised and subjected to analysis of covariance
(ANCOVA). The result of the ANCOVA is presented in
Table 3

Table 3: Summary of ANCOVA of the effect of SBTD on pre-service teachers’ skills acquisition
Source Type III SS Df MS F Sig. ηp2
a
Corrected Model 4636.112 8 579.514 10.874 .000 .439
Intercept 7716.989 1 7716.989 144.804 .000 .566
Pre_Test 2.682 1 2.682 .050 .823 .000
SBTD 3951.469 1 3951.469 74.147 .000 .400
Error 5915.480 111 53.293
Total 511977.000 120
Corrected Total 10551.592 119

Table 3 shows that there was significant main effect of SBTD on pre-service teachers’ skills acquisition (F(1, 111) = 74.147,
p = .000, ɳp2 =.444). Therefore, the null hypothesis which states that there is no significant main effect of SBTD on pre-service
teachers’ skills acquisition was rejected. This implies that there is a main effect of SBTD on pre-service teachers’ skills
acquisition.

H02: There is no significant main effect of gender on pre-service teachers’ skills acquisition.
To test the hypothesis, the data collected from the field were summarised and subjected to analysis of covariance
(ANCOVA). The result of the ANCOVA is presented in Table 4.

Table 4: Summary of ANCOVA of the effect of gender on pre-service teachers’ skills acquisition
Source Type III SS Df MS F Sig. ηp2
a
Corrected Model 4636.112 8 579.514 10.874 .000 .439
Gender 15.060 1 15.060 .283 .596 .003
Error 5915.480 111 53.293
Total 511977.000 120
Corrected Total 10551.592 119

Table 4 reveals that there is no significant main effect of Richardson (2010), there are three theoretical frameworks
gender on pre-service teachers’ skills acquisition (F(1, 111) for teacher education innovations. They said that
= .283, p = .596, ɳp2 =.003). Therefore, the null hypothesis improvements included competency-based teacher
which states that there is no significant main effect of education (teacher roles and tasks), personal orientation to
gender on pre-service teachers’ skills acquisition was not teaching (the personal component of teaching), and
rejected. This implies that gender has no influence on pre- reflection and inquiry-based paradigms (teacher researcher
service teachers’ skills acquisition. and reflective practitioner). These, on the other hand, have
had a limited influence and reflect a wide range of, if not
VII. DISCUSSIONS OF FINDINGS diametrically opposed, viewpoints.

The study discovered that pre-service teachers in the According to Greenberg, Pomerance, and Walsh
SBTD group, which was the experimental group, fared (2011), Vygotsky's socio-cultural theory provides a more
better than those in the control group, who were not given comprehensive model that integrates the good aspects of the
SBTD training. The result showed a mean of 70.81 for 58 three paradigms. According to socio-cultural theory, the
pre-service teachers exposed to SBTD training and a learner creates knowledge, which is affected by the learner's
standard deviation of 8.821, and a mean of 58.87 for 62 historical and cultural background, as well as their social,
participants not exposed to SBTD training and a standard emotional, and cognitive interactions with the environment
deviation of 5.500, indicating that there is a difference in the in which they learn (Gore, Griffiths & Ladwig, 2016).
achievement score of SBTD trainees and their counterparts Vygotsky's socio-cultural theory is built on three basic
not exposed to SBTD training. principles: social roots of individual development, semiotic
mediation in human development, and genetic analysis
Teaching ability is defined as the capacity to combine (Tarman, 2012).
and focus on a mixture of management, topic understanding,
and interpersonal skills. According to Nausheen and

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The pre-service teacher's viewpoint on knowledge was meeting the requirements of their teaching and learning
one of the key gaps in the literature that this discovery filled. practices (Hord, Roussin, & Sommers, 2009).
There are various points of view on the value of information
for effective instructors, many of which are expressed from From sharing individual activities to building a
the perspective of an expert or experienced educator. Only a common culture that develops continuing collaboration in
few studies have actually sought pre-service teachers' more substantiated, educated ways, the professional learning
opinions on what they believe they need to know and how community will assist teachers in expanding their thoughts
coursework and teaching experience contribute to the and aims. Teachers in PLCs pay more attention to the
development of expert knowledge, according to Jegede, outcomes of their students.
Taplin, and Chan (2010), who claim that only a few studies
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