Creating an Alternate Field Experience Framework for University-Based   Preservice Teacher Education in the COVID-19 Nigeria

Saheed Achmad Rufai; Luqman Lekan Adedeji; Bello Musa; Uthman Animashaun; Sanni Aliu Saidi; Morufu Sanni Okusanya

doi:10.30997/ijsr.v4i2.200

Saheed Achmad Rufai Sokoto State University, Nigeria
Luqman Lekan Adedeji Department of Arts and Social Science Education, University of Lagos, Nigeria
Bello Musa Department of Educational Foundations, Sokoto State University, Nigeria
Uthman Animashaun Department of Language, Arts and Social Science Education, Lagos State University, Nigeria
Sanni Aliu Saidi Department of Religion and Theology, University of the Western Cape, South Africa
Morufu Sanni Okusanya Department of Languages, Ansarudeen, College of Education, Nigeria

DOI: https://doi.org/10.30997/ijsr.v4i2.200

Keywords: Transitioning to an alternative format of teaching practicum; Field experience during the COVID-19 pandemic; Alternative field experience framework formulation; Student teaching during emergency school closures; Pedagogical framework development.

Abstract

It is widely reported that several institutions of higher learning in various parts of the world attempted to mitigate the risks of learning disruptions occasioned by school closures, by switching to the online system of education. In the Nigerian context however the field experience component of teacher education witnessed an unprecedented setback as the online system that was later activated in some universities failed to factor the component into the alternative arrangement. Given that the present COVID-19 is not likely to be the last, as established by various reports including the World Bank December, 2021 document, the exercise may have to be suspended or delayed whenever there are emergency school closure. This paper attempts to formulate a COVID-19 compliant field experience framework for the Nigerian setting. The formulation is based on findings from a survey of emerging COVID-19 focussed alternatives and preservice teachers. The paper whose context comprises three Nigerian public universities where the lead researcher was, at different times, a field experience assessor employs a combination of a survey method, the philosophical method, observation, document analysis, and creative synthesis. The literature, findings from the survey and online interviews with student teachers constitute the bases of the formulation.

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