Abstract: Central to the educative process is the transaction which takes place between the learner and the teacher. The main concern, therefore, of teacher education programmes is to improve the quality of future transactions by helping teachers (in-service and in-training) to understand the learner, the dynamics of learning, and their own roles in the transaction. The case study presented in this article is based on the premise that student-teachers will continue to grope in the dark until they have developed the necessary understandings and insights. It is imperative that our student-teachers receive such help as will enable them to reach the stage where teaching becomes a deliberate meaningful act. This breakthrough can be quickly effected when the student-teacher is made to come to grips with the realities of life in the classroom directly through actual teaching, and indirectly through appropriate room directly through actual teaching, and indirectly through appropriate supporting materials in the local idiom, which reflect circumstances and experiences with which he is familar.
Publication Year: 1978
Publication Date: 1978-01-01
Language: en
Type: article
Indexed In: ['crossref']
Access and Citation
Cited By Count: 2
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