CHAPTER ONE

INTRODUCTION

1.1 Background of study

There is a growing agreement that highly qualified and successful instructors are essential instruments for increasing student performance. As a result, there is an increased focus on finding methods for boosting individual teachers' influence on students' learning accomplishments. The way teacher effectiveness is defined has an impact on how it is conceptualized and assessed, as well as how educational policies are developed. In its most basic form, teacher effectiveness refers to a teacher's capacity to enhance student performance on standardized tests (Ball, 2003). Thus, while determining what an effective tertiary teacher could include, it is critical to distinguish between the idea of an "effective" teacher and the notion of an "effective" teacher (indexed by professional respect and humanistic criteria). There's no denying that educational accountability climates have shifted from quality assurance to quality enhancement, resulting in a shift away from discipline-specific audit trails toward institutional audits and a concurrent explicit focus on institutional strategies for improving the quality of learning opportunities. (Quality Assurance Agency, 2007). The goal of higher education instruction, according to Biggs (2003), is to encourage the development of high-order learning processes, which he claims come easily to high-achieving undergraduates but not to all students. As a result, establishing alignment between what we seek, how we teach, and how we evaluate in a system where all components address the same goal is the key to high-quality teaching and learning. As a result, a competent teacher has a significant effect on pupils' learning. A competent teacher constantly thinks about how he or she will expand his or her knowledge and experience after graduation. Nothing in a school system, according to Biggs (2003), has a greater effect on students' skill development, confidence, competence, or classroom conduct than teachers' personal and professional growth. In a similar vein, Okorie (1999) believes that, regardless of pre-service training, every employee must continuously renew, upgrade, and update his or her knowledge, skills, and capacities in order to stay up with society's ever changing expectations. If one wants to succeed as a teacher, he or she should never be content with simply being a qualified teacher. The focus of the teacher education academic curriculum is on the notion that teachers are expected to continue to grow and enhance their abilities by taking advantage of the many professional opportunities available to them. However, in recent years, many individuals, including parents, students, and even instructors, have voiced their discontent with the quality of teacher education programs, as well as the quality of teaching and learning at educational institutions (Okon, 1991). In other words, people are dissatisfied with an educational system that is routine, out-of-date, and does not allow for ongoing assessment of teaching quality.

1.1 Statement of problem

Experience shows that changes in educational policies and practices in Nigeria have improved teaching and learning. Some such changes impact on the course content, mode of production, and even the supply and demand for professional teachers. For example, Obnnyo (1983), said that each time there was a crisis in the supply of teachers as a result of the implementation of a new policy in education, some adhoc arrangements were made. This situation, however, poses a lot of challenges for teacher education institutions, which should be an effective and efficient production ground for teachers. It is obvious that our teacher training institutes should always be equipped and ready to meet the needs of the country in terms of qualitative and quantitative teacher supply. Observers in education have argued that our teacher education programme is inndcquatc in basic areas. For instance, Obanya (1983), questioned the kind of training given to would-be teachers. He suggested a training programme that emphasizes deep theoretical and practical knowledge of psychology, pedagogy, and supervised internship in general school administration. While the outlined area of study has been incorporated into most teacher education syllabi and effectively implemented, other researchers uphold lapses in effective recognition and teaching of technology and technology subjects. Awoycmi (1990) and Shodeinde (200 I). observed that the recent global technology boom seems to elude the Nigerian educational scene. Technology has come to stay and teacher trainers must be given adequate opportunities to imbibe the culture of change to be relevant in global spheres as well as be able to produce better teachers capable of teaching with such technological gadgets.

1.2 Objective of study

The following are the primary objectives of this study

To examine the educational strategies that enhance teaching effectiveness.

To investigate the teaching strategies that promote learning among students.

1.3 Research question

What educational strategies enhance teachers' teaching effectiveness?

What teaching strategies promote learning in students?

1.4 Significance of study

Teacher education academic programs should concentrate on what lecturers/teachers require in terms of teaching facilities, skills, and knowledge acquisition centers that would help them succeed in the teaching profession in order to improve learning outcomes in our institutions of education. Furthermore, in order to satisfy all learning requirements, management and other stakeholders in our teacher education programs should constantly be prepared and ready to recognize, define, and address the needs of pre-service teachers (teachers in training) as they arise.

1.5 Scope of study

The aim of this study is to investigate the quality of teacher education for innovations in teaching and learning in secondary school. This study is delimited to college of Education, Kogi state.

1.7 Limitation of study

Finance,inadequate materials and time constraint were the challenges the researchers encountered during the course of the study.

1.8 Definition of terms

Teacher Education: Teacher education refers to the policies, procedures, and provision designed to equip teachers with the knowledge, attitudes, behaviors, and skills they require to perform their tasks effectively in the classroom, school, and wider community.

Innovation:Innovation is the practical implementation of ideas that result in the introduction of new goods or services or improvement in offering goods or services.

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