THE TEACHING PRACTICE EXPERIENCE OF HISTORY STUDENTS-TEACHERS: A CASE OF SELECTED SECONDARY SCHOOLS IN OVIA NORTH L.G.A., EDO STATE

ABSTRACT

This study explores the specific challenges faced by history student teachers during their teaching practice. By focusing on these future educators, the research aims to identify the issues that impact their performance and their perceptions of the teaching profession. Data was collected via a structured questionnaire administered to 100 history student-teachers in Ovia LGA, covering demographic details and various encountered challenges. The demographic analysis showed a slight male majority, with most respondents aged between 21 and 25 years. The findings indicate that the challenges history student-teachers face do not significantly differ based on their teaching experience or the school level they are placed in, suggesting underlying systemic issues in the teaching practice framework. Significant correlations were found between the challenges encountered and the student-teachers' views on the teaching profession, the level of supervisory support, and logistical difficulties related to the placement centers. These results underscore the need for improved supervisory support, adequate supervision time, and addressing logistical challenges to enhance the teaching practice experience for history student-teachers. The study provides valuable insights for educational policymakers and institutions aiming to improve  the quality and effectiveness of teacher training programs, particularly in history education.