Collaborative Teaching Approach in Pre-service Caregivers/teachers Education: Imperative for Sustainable Quality Early Childhood Care and Education in Nigeria
Year: 2024
Type: article
Study design: Clinical Trial
Abstract: The study investigated the effect of the Collaborative Teaching Approach on pre-service teachers’ knowledge in some selected course outlines. The population for the study comprised all 200 level pre-service teachers in the Department of ECCE in the Federal Colleges of Education in Southwestern, Nigeria. The sample for this study consists of eighty (80) 200-level pre-service teachers who were purposively selected in the Department of ECCE in Federal College of Education, Iwo, Osun State Nigeria. The study adopted a quasi-experimental design with a non-equivalent pre-test and post-test control group. Three null Hypotheses were formulated for the study. The result revealed that there is a significant impact of CTA on pre-service teachers’ knowledge of marking and cutting of letters A-Z (F (1, 77) = 85.660, P < 0.05). It also revealed that there is a significant influence of CTA on pre-service teachers’ practical knowledge of printing patterns and images and converting them to templates (F (1, 77) = 34.256, P < 0.05). Lastly, the result revealed that there is no significant influence of CTA on pre-service teachers’ ability to work with fruit templates and create 3D effects using lines (F (1, 77) = 0.919, P > 0.05). The study concluded that CTA significantly influence pre-service teachers’ knowledge of tracing templates of letters, printing patterns and images and converting them to templates. The study recommended further implementation of the approach in Colleges of Education and other Institutions that train pre-service teachers.
Institution: Federal College of Education, Iwo
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7220148530