Education Essay

Abstract

Education, particularly in science and technology still remains an indispensable tool for scientific and technological development. This is why the public brothers on the relevance of STEM education to the socio-economic and political needs of Nigeria for national development. It is against this background, that this paper looked into how the biology teacher education programme in Nigeria colleges of education and universities could be mad to respond to the needs of Nigerians. Issues which are vital to the effective teacher education in biology are highlighted. Lastly, recommendations were made which include: that there should be policy on entry requirement for biology teacher trainees in Nigeria.

Introduction

Education it's broadest sense is any act or experience that has formative effect on the mind, character and physical ability of an individual. It is generally regarded as a veritable tool for development. This is in agreement with the current National Policy on Education which highlights the role of education as an instrument par excellence for National Development (FRN, 2004). Currently, Nigerians are becoming increasingly critical of the relevance of education in solving socio- economic and political problems confronting those that bother on priority and relevance, standard, funding, access to education, examination malpractice, cultism, teacher motivation and so on, have raised multiple questions on the viability of education in Nigeria (Nwaubaru, 2010).

To underscore the important role o teacher education to the development needs of Nigeria, the National Policy on Education outline clearly the purpose of teacher education to include among others things, "The production of highly motivated, conscientious and effective teachers for all levels of our educational system who will be committed to the realization of Nigeria's national objectives" (FRN, 2004:39). The implication of the position, is that the education of teachers is very crucial to the survival of Nigerian's educational system and her over all progress towards sustainable development.

Biology is one of the major science subject offered at both the senior secondary school level and higher institutions in Nigeria. Generally defined, it is the study of life. Biology as a subject is of paramount importance to any nation including developing ones. A sound working knowledge of biology is a perquisite for entrance into such professional like medicine, pharmacy, agriculture and nursing. A sound theoretical and practical knowledge of biology is very necessary for the management of our natural resources, provision of good health facilities for the masses, adequate food supply and favorable life environment. By virture of it's prominent position as a school subject, therefore is urgent need to sustain the training of competent teachers who will implement it's philosophy and content in the schools appropriately with a view to arriving at one that will be suited to meeting the need of Nigerians.

This paper therefore examines ways of ensuring the effective biology teachers are trained for our schools through effective teachers education programme in college of education and faculties of education in Nigeria universities. It sought to identify the relevance of biology teacher education programme to the teacher education programme to the changing needs of the Nigeria society.

Concept of Effective Teacher Education Programme

For a curriculum to be relevant in the 21st century, it must focus on the four pillars of learning namely: Learning to know, Learning to do, Learning to be and Learning to live together. Generally speaking; by effectiveness, we mean the ability of the teacher to relate the learning activities to the development process of the learner. It also has to do with specific skills which if effectively inculcated and sustained can enhance the overall teacher performance. Effectiveness entails a broad range of knowledge, skills, attitudes and observable patterns of behavior which account for the ability to deliver a specific professional services (Fletcher, 1992). These attributes are clearly spelt out in the four major component required for teaching namely: performance, ability to manage, enabling environment and contingencies required for effective practice (Nwaubari, 2008).

Effective curriculum is therefore basically problem solving in terms of:

- Enhancing empowerment in relation to job

- Improving employability

- Ensuring completeness, balance and efficiency giving adequate consideration to functionalism.

- Considering productive work and educational process as two opposite sides of the same valid curriculum aim.

- Ensuring that moderation on the basis of job aspiration is high and contributing to the development of talents and capabilities not fully provided for in other curriculum design.

- Encouraging the use of learner - based and activity based approach.

Relevance of Biology Teacher Education Programme to the Needs of the Society

A look at the teacher education programme in Nigeria today shows that some patterns are easily discernible. It is generally agreed that every teacher must have a good general education, proper knowledge of some teaching subjects, and understanding of the learner and appropriate teaching techniques. Thus the major elements in biology teacher education programmes in Nigeria are, General Education, basic science and various other academic subjects, professional studies of education and teaching practices (Onugha, 1998). This patter is somehow basic to all levels of teachers education in Nigeria. Perhaps variations are in terms of the scope, aim, nature and depth of the requirements for a particular programme. Balogun (1986) argues that a good and effective teacher needs both technical and personal competence. Technical competence refers to mastery of subject content (what to teach), foundation of education, mastery of foundation of education, nature of curriculum instruction and demonstration of appropriate classroom behaviors. On the other hand, personals effectiveness relates to the teacher's professional attitudes, conviction and commitment.

A lot of concerns have been expressed with respect to professional preparation of teachers in colleges of education and universities (Ogbobe, 2002). Critics are of opinion that teacher education programmes dwell more on padegogic