DRESSING FOUNDATIONAL IMPEDIMENTS TO QUALITY TEACHER EDUCATION IN NIGERIA: IMPERATIVES FOR CURRICULUM REFORM

Abstract

This study examined foundational impediments to quality teacher education in Nigeria and the curriculum reforms needed to address them. It identified key challenges, assessed how well the current curriculum addresses them, examined priorities for curriculum reform, and considered the implications of integrating information and communication technology (ICT), pedagogy, and teaching practice into teacher education. Guided by four research questions, the study adopted a descriptive survey design. The population comprised 1,500 final-year (400-level) pre-service teachers, from whom a sample of 300 was determined using Cochran’s formula and selected through proportionate sampling. Data were collected using a 32-item, four-point Likert questionnaire titled Foundational Impediments to Quality Teacher Education (FIQTE), with a reliability coefficient of 0.86. Frequency counts and mean scores were used to analyse the data. Findings identified inadequate funding, outdated curricula, poor infrastructure and weak admission standards as major impediments to quality teacher education (mean = 2.99). Respondents rated the current curriculum as inadequate in addressing these challenges (mean = 1.82). They also supported reforms to raise admission requirements, increase funding and provide ICT facilities (mean = 3.33), as well as integrate digital pedagogy and competency-based assessment (mean = 3.42). The study concludes that Nigeria needs curriculum reform to strengthen teacher education. It recommends that the government and policymakers review the NCE and B.Ed. curricula to include digital pedagogy and competency-based assessment, raise minimum admission requirements and address resource constraints.