AN ASSESSMENT OF PRE-SERVICE MATHEMATICS TEACHERS PERCEPTION ON TEACHING PRACTICE EXERCISE IN THE UNIVERSITY OF JOS PLATEAU STATE, NIGERIA

This study investigated the perception of pre-service Mathematics teachers on teaching practice exercise in the University of Jos, Plateau State, Nigeria. The study employed a descriptive survey research design, with total population of 108 and a sample of 40 pre-service Mathematics teachers in their third and fourth year was selected using random sampling technique. A questionnaire, title an assessment of pre-service Mathematics teachers perception on teaching practice exercise (QAPMTPETPE) was used to collect data, and the instrument was validated by experts in measurement and evaluation. The data collected was analyzed using descriptive statistics and t-test. The results of the study showed that pre-service mathematics teachers have a high positive perception of teaching practice exercise, and they regard it as an integral and necessary requirement for professional teaching. The study also revealed that there is no significant difference in the perception of male and female pre-service mathematics teachers on teaching practice exercise. Similarly, there is no significant difference in the perception of 300 and 400 level pre-service mathematics teachers on teaching practice exercise. The study identified some challenges faced by pre-service mathematics teachers during teaching practice exercise, including rejection by schools, facilities constraints, nervousness about supervision, and inadequate time. The study concluded that teaching practice is an essential programme and the foundation for all forms of teacher education. The study recommended that the Faculty of Education, University of Jos, should continue to emphasize the importance of teaching practice as a vital aspect of pre-service teachers' professional development, and address the challenges faced by pre-service mathematics teachers during teaching practice. The study contributes to the existing literature on teaching practice and teacher education, and provides insights for policymakers, teacher educators, and researchers on the importance of teaching practice in preparing pre-service teachers for the profession. The study also highlights the need for further research on teaching practice and teacher education in Nigeria.