Analyzing Teacher Educators Level on Implementation of Teaching Practice Assessment Guide among Mathematics Pre-Service Teachers in Childhood Education

Abstract

The study investigated the level of implementation of Teaching Practice Assessment Guides among Mathematics pre-service teachers in Childhood Education at Alvan Ikoku Federal College of Education. The study adopted a descriptive survey research design. The population of the study consisted of 222 pre-service teachers comprising 119 males and 103 females drawn from the Department of Early Childhood and Primary Education Studies during the 2023/2024 academic session. Data were collected using the Teaching Practice Assessment Form (TPAF) developed by the School of General Education. The instrument covered lesson preparation, lesson presentation and development, classroom management strategies, communication skills, evaluation skills, and teachers’ personality/professional attitudes and values. The reliability coefficient of the instrument was established at 0.88 using Cronbach Alpha. Mean and standard deviation were used to answer the research question, while t-test statistics were used to test the hypothesis at 0.05 level of significance. Findings revealed that the level of implementation of Teaching Practice Assessment Guides among Mathematics pre-service teachers was high in lesson preparation, lesson presentation, classroom management, communication skills, evaluation skills, and teachers’ professional attitude and values. The findings also showed that there was no significant difference between male and female pre-service teachers in the implementation of teaching practice assessment guides. Based on the findings, it was concluded that teaching practice assessment guides significantly enhance the professional competence and instructional effectiveness of Mathematics pre-service teachers in Childhood Education. Recommendations were made among others that supervisors should continue to emphasize effective classroom management, communication skills, and lesson preparation during teaching practice exercises.