Educational Practices for Optimization of Pre-service Training of Quality Agricultural Teachers


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Educational Practices for Optimization of Pre-service Training of Quality Agricultural Teachers is a well-researched topic, it is to be used as a guide or framework for your Academic Research.


This study was aimed at determining the trainers’ perception on the educational practices for the optimization of pre-service training of quality agricultural teachers in Nigeria. Two null hypotheses were formulated to guide the study. The target population for this study was 2040 respondents comprising 1800 lecturers from universities and 260 from colleges of education. A total of 204 university lecturers and 26 college lecturers were selected for the study using a simple random sampling technique. Educational Practices for optimization of pre-service Teacher Education Questionnaire (EPOPTEQ) was the structured instrument used to elicit the needed information from the respondents. The data collected were analyzed using mean, standard deviation, and independent t-test statistical tools to test the hypotheses of the study. From the analyses, it was found out that educational practice that
could optimize pre-service training of quality agricultural teachers in Nigeria included among others the adoption of quality content and methodology, efficient administrative and management control. These however were not effectively utilized in pre-service teacher education training programme in Nigerian Universities and Colleges of Education in
Nigeria. Based on these findings, it was recommended that all these educational practices


Education is a complex process of socialization that transforms individuals into social beings equipped with the necessary tools to participate fully in the dynamics of life. Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual [1]. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills, and values from one generation to another [2]. Enumerated simply, it can be seen as: (i) Act or process that leads
a person to a better understanding of the situations in his life; (ii) The process of imparting and acquiring knowledge and training to grow one’s intellectual and mental capabilities, so as to make mature decisions in different situations. (iii) The learning process by which any knowledge can be obtained and (iv) An enlightening experience [3]. Whatever perspective, the ultimate aim of education is that of transforming an individual. Education is man’s most important enterprise. If we include self-education, then on it depends ‘all that makes a man’; everything that raises man above or puts him ahead of the other animal. Man can only become man by education. He is merely what education makes him. By implication [4], the ultimate goal of education is that of transforming man.

The transformation of the individuals can only be achieved through good quality teachers who are dispensers of education. Nigeria can make use of the tremendous power of education through quality teacher education to tackle its numerous problems and by so doing achieve rapid national development [5]. Teachers are therefore at the vanguard of bringing about reforms in Nigeria’s polity and economics, especially in this present time when diversification from petroleum monoculture economy to agriculture is advocated. One of the prime functions of the school is to provide a setting within which the learners can grow
intellectually. This can only be accomplished through learners’ exposure to information, knowledge, and facts. Books can help, so can numerous other types of learning materials. But there stands a teacher on the stage, often front and center [6]. What he knows can make a difference. What he does not know can be an irreparable loss. It is incontrovertible fact that the quality of education that Prospective teachers receive during training will in turn determine the quality and quantum of reforms and empowerment that they will subsequently inculcate into their learners. That is to say, that good teacher dispenses good teaching which in turn, produces a high quality workforce that would work towards the achievement of the national goals of both education and agriculture. Conversely, the consequence of poorly prepared teachers is the production of half-baked teachers who cannot teach, plan, organize, manage, and implement policies in schools.


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Agricultural Science Education

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