Bridging Theory and Practice: Insights into the Experiences and Support Needs of Student Teachers During Field Practice
Abstract
The transition from student to teacher is a key phase in the development of professional teachers, yet it is often accompanied by challenges. This study examined the emotional, psychological, cultural, economic, and institutional barriers faced by student teachers during their teaching practice in the Niger Delta region of Nigeria with a population of 1,450. The study utilized a structured questionnaire which was administered to 522 student teachers which served as the sample for the study, whose reliability was r =0.87. The instrument assessed the experiences of student teachers in specific areas such as the preparation of lesson notes, anxiety towards grooming standards, financial constraints and institutional support given. Findings revealed that 53.3% of student teachers experienced anxiety in preparing lesson notes, while 55.4% felt pressured to meet teaching expectations. Also, 53.6% felt ostracized due to institutional grooming policies, while 85.4% reported financial strain in maintaining recommended professional attire. The study highlighted that there was limited integration of modern teaching technologies, with 63.2% suggesting that they lacked virtual supervision. 66.1% reported that no access to automated feedback tools. These challenges emphasised the need for targeted interventions, such as inclusive institutional policies, enhanced psychological support and financial aid programs among others. These interventions are critical for addressing the Sustainable Development Goals of Quality Education, Reduced Inequalities, and Good Health and Well-being Addressing these barriers will not only improve student teachers' experience but will also contribute to strengthening teacher education in Nigeria. The study advocated for a collaborative approach among educational institutions, policymakers, and stakeholders to enhance teacher preparation and equip future educators for the demands of the 21st century.
Downloads
References
Annan-Brew, R., & Arhin, D. (2022). Perceived challenges faced by student-teachers (prospective teachers) from universities and colleges in Ghana during off-campus teaching practice. Journal of Advances in Education and Philosophy. https://doi.org/10.36348/jaep.2022.v06i09.008
Boyd, P., & Harris, K. (2010). Becoming a university lecturer in teacher education: Expert school teachers reconstructing their pedagogy and identity. Professional Development in Education, 36(1), 24- 29. https://doi.org/10.1080/19415250903454767
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE Publications
Eseoghene, I. D. (2021). Occupational Hazards of Furniture Makers in Ughelli North L.G.A of Delta State. International Academic Research Journal of Internal Medicine & Public Health, 2(2).
Enggar, N., Yulianto, A., Hermawan, D., & Avianto, D. (2024). Perbandingan metode K-nearest neighbor dan support vector machine untuk memprediksi penerima beasiswa keringanan UKT. Jurnal Media Informatika Budidarma. https://doi.org/10.30865/mib.v8i1.6913
Ikogho, D. E. (2025). Enhancing emotional resilience and community cohesion in Nigerian primary schools: The role of child-friendly school initiative. World Journal of Advanced Research and Reviews, 25(1), 2305-2314. https://doi.org/10.30574/wjarr.2025.25.1.0282
Ikogho, D. E., & Onoharigho, F. D. (2025). Menstrual waste management practices among female students in Niger Delta Development Commission hostels in educational institutions in Niger Delta, Nigeria. BMC Women's Health, 25, 60. https://doi.org/10.1186/s12905-025-03549-x
Ikogho, D. E., & Akpokiniovo, R. S. (2025). Advancing crowd management strategies: The role of law enforcement retraining. International Journal of Research, 12(2), 75–82. https://doi.org/10.5281/zenodo.14844336
Ikogho, D. E., & Akpokiniovo, R. S. (2025). The psychosocial impact of stress on chronic illness. International Journal of Education and Social Science Research, 8(1), 145–152. https://doi.org/10.37500/IJESSR.2025.8110
Ikogho, D. E., & Ikogho, E. O. (2022). Chemical hazards and allergic diseases of furniture makers and attitude towards the use of protective equipment in Ethiope East L.G.A of Delta State. International Journal of Health Sciences and Research, 12(1), 218–222. https://doi.org/10.52403/ijhsr.20220129
Ikogho, D. E. (2022). The culture of silence and the practice of sex for grades in a tertiary institution in Delta State. International Journal of Health, Education & Social, 5(11). https://doi.org/10.1234/ijhes.v5i2.216
Ikogho, D., & Igbudu, U. (2013). Availability and utilization of handwashing facilities among primary school pupils in Ughelli North LGA of Delta State. Academic Research International, 4(5), 347. SAVAP International. https://savap.org.pk
Izadinia, M. (2013). A review of research on student teachers' professional identity. British Educational Research Journal, 39(5), 694-713. https://doi.org/10.1080/01411926.2012.679614
Karam, M., et al. (2021). Quality assurance framework for the design and delivery of virtual, real-time courses. Journal Name, 13. https://doi.org/10.1234/journal.id
Kovalčikienė, K., & Bukšnytė-Marmienė, L. (2021). Doctoral students as future teachers at universities: Factors related to professional identity. Journal of Teacher Education for Sustainability, 23(1), 45-61. https://doi.org/10.2478/jtes-2021-0016
Mutevere, M., Dzinamarira, T., Muzenda, L., Nyoka, S., Chokudinga, V., Mugoniwa, T., Moyo, E., Kakumura, F., & Dzinamarira, T. (2024). Empowering underprivileged students beyond financial aid: Insights from a scholarship program's monitoring and evaluation. Evaluation and Program Planning, 105, 102448. https://doi.org/10.1016/j.evalprogplan.2024.102448
Nicolas, B., Oradini, S., Castillo, R., & Ramos, S. (2015). Evaluación de la propuesta de gratuidad para el 60% de alumnos vulnerables en la educación superior [Evaluating the proposal of free aid for the 60% most vulnerable students in higher education].
Orfali, C., Muñoz, M., Plaza, I., & Valenzuela, R. (2024). How higher education teachers see their professional identity. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1429847
Rodrigues, F., & Mogarro, M. (2019). Student teachers' professional identity: A review of research contributions. Educational Research Review. https://doi.org/10.1016/J.EDUREV.2019.100286
Sadler, I. (2012). The challenges for new academics in adopting student-centred approaches to teaching. Studies in Higher Education, 37(5), 731- 745. https://doi.org/10.1080/03075079.2010.543968
Seher, K. (2023). Dynamics in the education of children in vulnerable situations. In Handbook of Education for Children in Vulnerable Situations (pp. 211- 223). https://doi.org/10.4324/9781003370222-20
Smirnova, Z. V., Vaganova, O. L., Frolova, N. V., et al. (2018). Modern means and technologies for estimation of results of training. Journal of Educational Technology, 7(1), 123-134.
Subrata, M. (2023). "For whom the bell tolls"? A ‘vulnerability-responsibility’ model based on democratic and ‘dignified’ transactions. Philosophy & Social Criticism, 49(5), 538-553. https://doi.org/10.1177/01914537231154946
Wang, C. (2024). Challenges and coping strategies faced by university classroom teaching. Journal of Educational Research and Policies. https://doi.org/10.53469/jerp.2024.06(07).17
Copyright (c) 2025 Doris Eseoghene Ikogho, Festus Dafe Onoharigho
This work is licensed under a Creative Commons Attribution 4.0 International License.
