SCIENCE STUDENTS’ PERCEPTION OF THEIR PREPAREDNESS FOR THE TEACHING PROFESSION IN THE FACULTY OF EDUCATION

ABSTRACT

The study investigated science students’ perception of their preparedness for the teaching profession in the Faculty of Education at the University of Benin. One hundred and fifty finalyear science students from the Department of Curriculum and Instructional Technology (Biology Education and Integrated Science Education) were surveyed. The research examined their preparation in terms of content knowledge, pedagogical knowledge, and pedagogical content knowledge, with detailed discussions provided in the literature review. The study employed a descriptive survey research design, collecting data through questionnaires administered to the participants. Data interpretation and discussion were carried out using mean and standard deviation tables. To ensure validity, the instruments were reviewed by three experts, including the researcher's supervisor and two lecturers from the Department of Business Administration. Reliability was confirmed through a trial test with twenty students not involved in the main study, yielding a Cronbach's Alpha reliability coefficient of 0.906, indicating high reliability. Major findings revealed that student-teachers felt confident in their subject matter understanding, pedagogical skills, and classroom management abilities. They valued practical teaching experiences and feedback from supervisors, aligning with existing research that underscores the importance of effective teaching practice. The student-teachers believed their coursework had sufficiently prepared them to manage classrooms and teach effectively, suggesting a positive perception of their readiness to enter the teaching profession.