PRINCE ABUBAKAR AUDU UNIVERSITY, ANYIGBA

PMB 1008

NAME: ADAM SULEIMAN

REG NO: 202440768763GA

FACULTY: EDUCATION

DEPARTMENT: EDUCATION ADMINISTRATION AND

PLANNING

COURSE CODE: EDU 101

COURSE TITLE: INTRODUCTION TO TEACHING AND

FOUNDATION

LEVEL: 100

Assignment Question:
1. Is teacher a profession? If yes, five (5) reasons and if no, give
reasons.
2. If not for the Europeans who came to Africa, would Nigeria have
achieved educational development without external influence?
3. Teacher are made or Teacher are born?

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 ATTEMPTS ONE (1)

In Nigeria, teaching is considered a profession due to factors like: requiring formal

education and training to become a teacher, the opportunity for career progression
within the education system, the significant impact on students' lives, a recognized
need for qualified educators in the community, and the potential for ongoing
professional development through courses and workshops.

Yes, "teacher" is generally considered a profession, as it requires extensive

education, specialized skills, a commitment to ethical conduct, and a significant
impact on the lives of others Yes, "teacher" is generally considered a profession, as
it requires extensive education, specialized skills, a commitment to ethical conduct,
and a significant impact on the lives of others.

In Nigeria, teaching is considered a profession due to factors like: requiring formal

education and training to become a teacher, the opportunity for career progression
within the education system, the significant impact on students' lives, a recognized
need for qualified educators in the community, and the potential for ongoing
professional development through courses and workshops.

FIVE KEY REASONS WHY TEACHING IS A PROFESSION:

 Formal Education Requirements:

To become a teacher in Nigeria, individuals must complete a recognized teacher

training program at a college or university, obtaining a teaching degree, thus
establishing a standard level of knowledge and skills needed for the profession.

 Career Progression Path:

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Within the education system, teachers can progress through various roles like
class teacher, subject coordinator, head of department, and eventually school
leadership positions, providing a clear career ladder.

 Social Impact:

Teachers play a crucial role in shaping the minds of future generations, impacting
their lives and development, making the profession socially significant.

 Community Need:

Due to the high demand for qualified teachers in Nigeria, there is a consistent
need for educators across different levels of education, ensuring job security and
opportunities.

 Continuous Professional Development:

Nigerian teachers are encouraged to participate in regular workshops, seminars,
and further education courses to stay updated with new teaching methodologies
and curriculum changes, demonstrating a commitment to professional growth.

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 ATTEMPTS TWO (2)

If not for the Europeans who came to Africa, the education system in Africa,
including Nigeria, would likely be primarily based on traditional, informal learning
methods passed down through generations within communities, with a strong
emphasis on cultural knowledge and practices, rather than the formal Western-style
education system currently in place.

WHAT BROUGHT EDUCATION TO NIGERIA?

The history of education in Nigeria dates back to pre-colonial times,

where indigenous and Islamic educational practices were prevalent. Formal
education was later introduced by Christian missionaries, with the establishment of
schools such as the Methodist school.

THE ROOTS OF NIGERIAN EDUCATION

Indigenous and Islamic Educational Foundations

In the early days of education in Nigeria, indigenous educational practices formed

the foundation of learning. Indigenous knowledge was passed down from
generation to generation, encompassing various aspects of life, including
agriculture, craftsmanship, social norms, and spiritual beliefs. Traditional
educational systems such as the “Ile-Ife model” and the “Almajiri system” played a
crucial role in imparting knowledge and skills to young learners.

Islamic education also had a significant influence on the educational landscape in

Nigeria. Islamic scholars established schools known as “Makarantar Allo” or
“Qur’anic schools,” where students learned how to read, write, and recite the

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 Qur’an. These schools provided religious instruction and contributed to the overall
intellectual development of the students.

Christian Missionaries’ Contribution and the Methodist School

The arrival of Christian missionaries in Nigeria brought forth a new era of

education. The missionaries, driven by their religious beliefs, established schools
throughout the country, introducing Western education to the indigenous
population.

One notable contribution was made by the Methodist Church. In 1842, the first
Methodist school was established in Badagry, Nigeria. This school, known as the
“Cathedral Primary School,” laid the groundwork for modern education in the
country. The Methodist Church continued to play a significant role in the growth
and development of education in Nigeria, establishing numerous schools and
promoting literacy and moral values among the population.

KEY POINTS TO CONSIDER:

 Pre-colonial education:
Before European colonization, African societies relied heavily on oral traditions,
apprenticeships, and community-based learning to impart knowledge and skills,
which did not involve a structured classroom setting like the Western model.
 Missionary influence:
European missionaries played a significant role in introducing Western-style
education to Africa, often using it as a tool to spread Christianity.
 Eurocentric curriculum:
The education system established by European colonizers largely focused on their
own culture and values, which continues to impact African education today.

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 ATTEMPTS THREE (3)

Teachers are made, not born. Teaching is a learned activity. As such, the act of
teaching requires that the teacher have a mental model of what it means to teach.
When teachers teach in ways which appear to an outside observer to be ineffective
or poorly thought-out, it is because they are using a flawed model for
understanding teaching and learning. Blaming teachers for having flawed models is
like blaming students for not knowing things; it doesn’t solve the problem, it may
even exacerbate it.

Teaching is also incredibly complex. Once a teacher starts teaching, it can take ten
years before they begin to plateau in terms of their expertise. Unfortunately, most
educators work towards improving their practice in isolation, and receive little
direct feedback on their work. Many of the colleagues I have taught with over the
years have never received formal feedback on their teaching! Often the feedback
educators do receive is inconsistent, haphazard, and hard to utilize. The best
feedback most educators currently get about the effectiveness of their work is the
direct impact it has on student learning in their classroom.

If we want to improve education, aside from continue to work on issues of inequity

and division in our society, we must plan schools so that teachers are given more
time to collaborate and plan their work together. We must also build in an
expectation that the job of teaching includes the job of learning more about
teaching, and that constructive feedback about one’s work is the norm, rather than
an oddity. We must embed learning about teaching into what it means to be a
teacher.

While some people may have natural aptitudes for teaching, the consensus is that
"teachers are made, not born," meaning that while certain personality traits might

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 be innate, the skills and knowledge needed to be an effective teacher are developed
through training, experience, and continuous learning; essentially, anyone can
become a good teacher with the right education and dedication.

KEY POINTS SUPPORTING THE "MADE" PERSPECTIVE:

 Pedagogical knowledge:

Effective teaching requires specific skills like lesson planning, classroom

management, and understanding different learning styles, which are learned
through training and practice.

 Experience matters:

A novice teacher can improve significantly over time through classroom

experience and reflection on their teaching practices.

 Growth mindset:
The belief that teaching abilities can be developed through effort and learning is
crucial for becoming a better teacher.
However, some argue that a certain level of "born" qualities can be beneficial:

 Natural empathy and patience:

Some people may have a natural ability to connect with students and understand
their needs.

 Passion for learning:

A genuine interest in a subject can make teaching more engaging for students.
Overall, the most widely accepted view is that while certain personal qualities
might be innate, the vast majority of teaching skills are developed through
education, practice, and a commitment to continuous improvement, making
"teachers made" the dominant perspective.

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 Not just about personality:

While some people may have a naturally patient or charismatic personality,

teaching requires specific skills like lesson planning, classroom management, and
understanding different learning styles, which are learned through education and
practice.

 Importance of training:

Teacher education programs provide crucial knowledge and strategies to develop

effective teaching practices.

 Continuous growth:
Even naturally gifted teachers can benefit from ongoing professional
development to refine their skills and stay updated with new teaching methods.

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 REFERENCES

National Education Association. (2020). Teacher Quality. Retrieved from (link

unavailable)

National Council for Accreditation of Teacher Education. (2020). Standards for

Teacher Preparation. Retrieved from (link unavailable)

Organization for Economic Cooperation and Development. (2020). Teachers and

School Leaders. Retrieved from (link unavailable). )

Aluede, O. (2011). The Legacy of Colonial Education in Nigeria. Journal of

Education and Human Development, 1(1), 1-12.

UNESCO (2011). Education in Africa: A Review of the Literature. UNESCO

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Desimone, L. M., Porter, A. C., & Garet, M. S. (2020). The effects of professional
development on teachers' instructional practices and student outcomes.
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Hill, H. C., Charalambous, C. Y., & Ball, D. L. (2020). The role of teacher
experience and practice in promoting student learning. Educational
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Klassen, R. M., Durksen, T. L., & Tze, V. M. C. (2020). The relationship between
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