ASSESSMENT OF PRE-SERVICE TEACHERS CLASSROOM TEACHING READINESS IN ILORIN KWARA STATE, NIGERIA

Abstract

In the realm of education, the efficacy of classroom teaching is inexorably linked to the preparedness and readiness of pre-service teachers. Hence, this study assess the classroom teaching readiness of pre-service teachers in Ilorin, Kwara State, Nigeria. Using a descriptive survey method, the study involved 309 final-year education students from three universities in Ilorin. A self-constructed questionnaire titled: “Questionnaire on Classroom Teaching Readiness of Pre-Service Teachers (QCTRPT)” was used to collect data. The instrument was validated by Teachers' Education programme experts, and the Cronbach Alpha reliability estimate yielded an index of 0.84. The data was analyzed using frequency count, percentage, mean, and standard deviation to answer the research questions while the research hypotheses were tested with t-test and Analysis of Variance. It was revealed that pre-service teachers had a high level of pedagogical content knowledge (51.1%), a high level of classroom management skills (75.1%), and a high knowledge level of instructional strategies (75.4%). Also, it was revealed that the classroom teaching readiness of pre-service teachers does not depend on gender and institutional type (p>0.05). Recommendations include the emphasis on sustaining the high level of classroom teaching readiness through active learning strategies in teachers education programme, structured mentorship programs, and reflective practices to further enhance teaching readiness.