Browsing by Author "Shuaibu, Zainab M"

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    Lesson Study: An Innovation for Inspiring Lifelong Learning among Basic Science Technology Teachers’ in Nigeria
    (2019-09) Shuaibu, Zainab M
    To enhance classroom teaching, every teacher ought to keep up with the latest trends in education and teaching practices. Teachers are required to adopt the mind-set of lifelong learning and one of the approaches is through the Lesson Study model. Lesson Study is a teaching improvement and knowledge building process; it has been propagated as an innovative and effective model of teacher professional development. The aim of the current study therefore, is to explore the effect of Lesson Study as an innovation for lifelong learning among basic science and technology teachers. To achieve this, a quasi experimental design was employed. Six classes including 6 teachers and 240 pupils were randomly assigned into experimental and control group. The data was collected by applying the two instruments Basic Science and Technology Achievement Test (BSTAT) and Classroom Lesson Observation Checklist (CLOC). The result indicates a significant improvement in lesson delivery skills of teachers exposed to Lesson Study model comparing to those in the control group. In addition, the pupils in the experimental group showed more commitment and higher achievement in learning science than the control group. Therefore, Lesson Study model is suggested to be adopted by head teachers and principals to improve basic science and technology teachers’ innovation and lifelong learning. // Paper ID 165
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    Resources for the Implementation of Green Teacher Nigeria Project (GTN): Environmental Education (EE)
    (2019-09) Ndem, Ndem Y; Shuaibu, Zainab M
    The Green Teacher Nigeria (GTN) Project is a 12-month Advanced Diploma programme in Environmental Education run by the National Teachers’ Institute, Kaduna, Nigeria in partnership with the Commonwealth of Learning (COL) Vancouver, Canada. This paper is an overview of the rationale, preparation and implementation strategies of the Environmental Education programme in Nigeria. In doing this, the availability and utilization of resources for the implementation was examined bearing in mind the demand of global best practices in innovative instructional delivery. Also, the paper X-rays the challenges encountered in the implementation, which include but not limited to, inadequate advocacy that can engender greater participation in the programme which is worsened by lack of a clear career progression for teachers and other prospective enrollees into the Green Teacher programme. The study is a descriptive survey targeting 300 students and 15 facilitators from the 5 purposively sampled study centres in Kaduna state. A validated questionnaire with a reliability coefficient of 0.078 tagged “Resources for Green Teacher Implementation” (RGTI) was used for data collection. Five research questions were raised and answered using descriptive statistics. Results obtained show that the objectives of the Green Teacher Nigeria will be achieved readily if there is more intense advocacy and its contents are infused into the Institute’s already existing programmes such as the Nigeria Certificate in Education (NCE), Post Graduate Diploma in Education (PGDE) and Bachelors’ Degree programmes. These certificate courses are already instant employment requirements into the teaching profession in Nigeria. It is recommended that the Advanced Diploma programme should be run as a preparatory programme for direct admission into the Bachelors’ degree programme of the institute and other institutions running similar programme. // Paper ID 115