NIGERIAN PROFESSIONAL EDUCATORS’ PERSPECTIVES OF TEACHER EDUCATION RESPONSIVENESS TO THE EMERGING CURRICULUM INNOVATIONS AND INFORMATION TECHNOLOGY IN THE 21ST CENTURY
Abstract
In spite of several measures which have been taken by government to reinvent teacher education with a view to meeting the implementation of the emerging curriculum and application of information and technology tools in classroom instruction, at all levels of education, inadequacies have been observed by education stakeholders. These prompted the study which examined Nigerian Professional Educators’ Perspectives of Teacher Education Responsiveness to the emerging curriculum innovations and information technology in the 21st century. Three research questions guided the study. A sample of 600 professional educators participated in the study altogether. It was found out that professional educators in the universities have a higher level of awareness of emerging curriculum innovations and information technology compared with their counterparts in secondary schools with a percentage of 81.0 and 25.3 respectively. Also, only 41.5% of the participants responded that the implementation status of the measures taken on teacher education is very adequate among others. It is recommended that more workable strategies should be taken for better responsiveness of teacher education to meet the emerging curricula policies and application of ICT tools in Nigerian educational practices.
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