Evaluation of Social Studies Programme in Government Teachers' Colleges of Borno State, Nigeria. African Studies in Curriculum Development & Evaluation No. 31.

Autor/inn/en	Samba, Wutama Bulama; und weitere
Institution	Kenya Inst. of Education, Nairobi.; Nairobi Univ. (Kenya).; German Agency for Technical Co-Operation, Nairobi (Kenya).; African Curriculum Organisation.
Titel	Evaluation of Social Studies Programme in Government Teachers' Colleges of Borno State, Nigeria. African Studies in Curriculum Development & Evaluation No. 31.
Quelle	(1981), (91 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Classroom Research; Developing Nations; Educational Assessment; Educational Facilities; Educational Quality; Foreign Countries; Higher Education; Preservice Teacher Education; Schools of Education; Social Studies; Teacher Education Curriculum; Teacher Effectiveness; Teaching Methods; Teaching Skills; Nigeria + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Education; assessment; Bewertungssystem; Bildungsstätte; Quality of education; Bildungsqualität; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Erziehungswissenschaftliche Fakultät; Gemeinschaftskunde; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	The effectiveness of social studies instruction in the Nigerian state of Borno was investigated with emphasis on teachers' skills. The study had three objectives: (1) to evaluate preservice teacher education social studies programs in terms of their objectives, curricula, methods, media, and evaluation procedures; (2) to evaluate teachers' skills in social studies instruction in secondary classrooms; and (3) to formulate guidelines for improving teacher education for social studies. Principals and teachers at 15 teachers' colleges and three secondary schools in Borno were surveyed through questionnaires. Classroom observations were conducted to determine the quality of teaching in social studies at the secondary level. Responses to the questionnaires indicated weaknesses in the teacher education program. Average scores for the evaluated areas were below 50 percent for objectives, curriculum, methods, teacher competencies, and school facilities. The classroom observations showed low scores for lesson design, rationale of objectives, and teacher procedures. Suggestions for improving the teacher education program include using new teaching and evaluation methods, improving school facilities, designing a new social studies curriculum, and reformulating the goals and rationale of the program. It is recommended that experts study the program in greater detail for further curriculum planning. The questionnaire and the classroom observation checklist are appended. (FG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC