AN APPROACH TO FRAMING FOUNDATION COURSES IN EDUCATION FOR THE N.C.E.:- A CASE STUDY OF THE EXISTING CURRICULUM OF KANO, SOKOTO AND ZARIA ADVANCED TEACHERS' COLLEGES

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dc.contributor.authorOLADEBO, M. OLAWOLE OMOTAYO
dc.date.accessioned2014-03-07T14:16:10Z
dc.date.available2014-03-07T14:16:10Z
dc.date.issued1977
dc.descriptionA Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER IN EDUCATION CURRICULUM AND INSTRUCTION DEPARTMENT OF EDUCATION AHMADU BELL0 UNIVERSITY ZARIA, 1977en_US
dc.description.abstractThe school is a purposive institution and education is an intentional activity. If the educational purpose a school seeks to attain could be equated to an objective the study of objectives of Foundations of Education is important. The researcher decided to undertake this study to ascertain what exactly were the declared purposes for teaching Foundations of Education in the three Advanced Teachers' Colleges of Kano, Sokoto and Zaria affiliated to the Institute of Education, Ahmadu Bello University, Zaria. The researcher was interested in confirming or rejecting that: (a) There are no explicit objectives at presenting the teaching of Foundations of Education in the Advanced Teachers' Colleges under study (b) The Syllabus in Foundations at N.C.E. level is not meeting some of the immediate needs of Teacher Education Programme in Nigeria. (c) The instructional approach employed by many of the lecturers of Foundations of Education at the Advanced Teachers' Colleges tends to make the subject less relevant to the needs i i of the students and objectives of Teacher Education. (d) A programme in Foundations of Education that would be suited to the needs of the students and the profession can be developed through relevant guidelines. One set of questionnaire was developed for both lecturers and students. Background data was requested along with some questions about stated objectives, national objectives of teacher education, instructional techniques, facilities, equipment, and scope of the syllabus on Foundations of Education. In addition five expert judges were selected to determine the degree to which each of the techniques of instruction in item five of the questionnaire could be used most effectively in the teaching of Foundations of Education at the N.C.E. level. The judges were required to indicate in order of preference for each technique by writing A, B, C, in the appropriate columns of each row (technique). Short interview schedules were used to obtain information on Foundations of Education from discussions with the moderators, principals and lecturers in Foundations of Education of the Advanced Teachers' Colleges. The study has shown that there are no explicit objectives for the syllabus on Foundations of Education at the ATCs under study. There was disagreement between the lecturers and students on the understanding of the national objectives of teacher education. It was also discovered that instructional techniques were not flexible and that facilities and equipments were inadequate. Guidelines for remedies were therefore suggested.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/3496
dc.language.isoenen_US
dc.subjectAPPROACH,en_US
dc.subjectFRAMING,en_US
dc.subjectFOUNDATION,en_US
dc.subjectCOURSES,en_US
dc.subjectEDUCATION,en_US
dc.subjectCASE STUDY,en_US
dc.subjectEXISTING,en_US
dc.subjectCURRICULUM,en_US
dc.subjectSOKOTO AND ZARIA,en_US
dc.subjectADVANCED,en_US
dc.subjectTEACHERS' COLLEGESen_US
dc.titleAN APPROACH TO FRAMING FOUNDATION COURSES IN EDUCATION FOR THE N.C.E.:- A CASE STUDY OF THE EXISTING CURRICULUM OF KANO, SOKOTO AND ZARIA ADVANCED TEACHERS' COLLEGESen_US
dc.typeThesisen_US
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