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Article Title: Lecturers' Perception on Impact of Teaching Practice Exercise on Student Teachers' Professional Growth Anambra State
by Gladys Uzoechina

Abstract:
In Nigeria, teaching practice exercise is a very important component of teacher preparation programmes in teacher education institutions. It gives the student-teacher the practical experience of the teaching profession. The major significance of the exercise is that it helps the student-teacher to acquire teaching skills which are necessary for advancement in the teaching profession. It is also an opportunity for the would be teacher to overcome stage fright. The main purpose of this study was to ascertain the perception of lecturers on the impact of teaching practice exercise on student teachers professional growth. Thus, the study investigated the perceived impact of teaching practice exercise on student teachers� professional growth in Anambra State of Nigeria. It was a descriptive survey design guided by three research questions. All the lectures in Faculty of Education, Nnamdi Azikiwe University, Awka formed the population of the study. From the lecturers, 60 of them were purposively selected for the study. The instrument used for data collection was a structured questionnaire with four-point option scale. The instrument was duly validated by experts and the reliability was also determined. The researcher together with five research assistants administered the instrument on the respondents. Mean scores and standard deviation were used to analyze the research questions. The findings showed among other things that teaching practice helps student teachers to acquire knowledge which enhances the mastery of subject content areas. This to a very large extent leads to achievement of professional growth. It also revealed that teaching practice to a large extent enhances skill acquisition, the use of appropriate methodology and use of instructional materials. Based on the findings, it was among others recommended that student teachers should be advised to always study very hard to facilitate knowledge development and mastery of content areas. The findings of the study have a number of limitations. This study was conducted in public institutions. The findings may not be generalized to private institutions. Secondly, the findings of the study are also limited to student-teachers. Their application to teachers who are already in the field may not make much impact. The limitations however did not invalidate the study.

Keywords: content mastery; teaching skills; teaching methods; teaching practice; student-teachers; teaching profession

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