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Teacher Education and Development in Nigeria: An Analysis of Reforms, Challenges and Prospects
Education Journal
Volume 4, Issue 3, May 2015, Pages: 111-122
Received: Mar. 21, 2014; Accepted: Jan. 13, 2015; Published: May 19, 2015
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Ogunyinka, Emmanuel Kayode, College of Education, Central China Normal University, Wuhan, China
Okeke, Tochukwu Innocent, Department of History, University of Abuja, Abuja, Nigeria
Adedoyin, Ronke Charity, Panacea Global Academy, Akure, Ondo State, Nigeria
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Although teacher education, both pre-and in-service, programs are offered in Nigeria by different teacher education institutions (as provided in the National Policy on Education), and varying degrees of success recorded, various problems still confront the program with far reaching consequences in Nigeria’s educational system. This paper talks about the need for teacher education, the ideal teacher education, teacher education and national development, analyses the historical contexts of the teacher education reforms and development in Nigeria with emphasis on the roles of the Christian missions, the colonial administration and that of the Nigerian government after independence. It examines key recommendations of two commissions (Phelps Stokes and Ashby) and their implications to the reform and development of teacher education in Nigeria both during colonial era and after independence. The paper further discusses the influence of these and other reforms in shaping teacher education in Nigeria, the challenges still facing it, and finally suggests solutions and a holistic approach to better the lots of teacher education in Nigeria.
Teacher Education, Development, Reforms, Challenges, Prospects
To cite this article
Ogunyinka, Emmanuel Kayode, Okeke, Tochukwu Innocent, Adedoyin, Ronke Charity, Teacher Education and Development in Nigeria: An Analysis of Reforms, Challenges and Prospects, Education Journal. Vol. 4, No. 3, 2015, pp. 111-122. doi: 10.11648/
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