The compulsory six-week teaching practice exercise commenced with an orientation programme held on Monday, September 22, 2025. Afterwards, student-teachers resumed to their respective host schools.
The history of teaching practice dates back to the establishment of teacher training institutions by Christian missionaries in the 1800s. Now, it is a mandatory experience for students studying Education courses in universities or colleges of education. This initiative aims to prepare students for the demands of the teaching profession by bridging the academic theories learnt in lecture rooms with real-life classroom situations. At Obafemi Awolowo University’s Faculty of Education, some students participate in the teaching practice exercise, while others observe the practicum.
InFocus News Agency’s correspondent met with students who shared their experiences after a week of the pedagogical internship in the Ile-Ife zone.
Student-Teachers Speak
Elizabeth Adesanya, from the Institute of Education, responded that her first week’s experience was stress-free as she did not take any classes. Also, commuting from the school hostel to her host school, OAU International School, was easy. She stated that her first week’s experience has further solidified her conviction to be a teacher and a communications professional.
Nasir Hameed, a student of the Department of Educational Management, remarked that it was a reunion for him. Meeting teachers at Oluorogbo High School again was an amazing experience for him. ‘The distance of the school to my residence, as well as the experience I had during my first teaching practice, inspired me to pick the school again. I will also love to continue with some important projects that my colleagues and I executed the last time we came here, to assist some indigent students.’
Moreover, Nasir disclosed that he would love to take teaching as a profession in future, as it is an avenue to inspire and motivate students to learn. He further commended the establishment of the teaching practice initiative because he believed that the experience would enable prospective teachers to develop critical thinking and diagnostic skills.
Bridging Theory and Reality
For many student-teachers, their experience whenever they step foot into the classroom, especially for the first time, contributes ultimately to their lesson delivery.
Oluwafikayomi Esther (Department of Arts & Social Science Education) said she encountered curious and energetic students and had to balance firmness and friendliness to sustain their attention. She highlighted the practical challenges that student-teachers are saddled with. From meeting the lesson objectives and improvising to managing distracting behaviours in the classroom, she concluded that the past week has been ‘stretching and eye-opening’ at Gloria International School.
Abdfatai Mustopha (Department of Science and Technology Education) narrated that he was both nervous and excited when he entered a classroom at African Genius Academy. The students were curious; some were eager to learn, and others were distracted. This first impression made him realise that he had to work hard to make his lessons engaging. Additionally, he commented on how he was able to apply the different theories of teaching, lesson planning and classroom management, practically. Mustopha explained that maintaining discipline and managing students’ behaviours transcends mere theories as the classroom operates dynamically.
‘I was glad to see that the classroom was not overcrowded and that the female students were significantly more than the male students. This gave me the impression that I will be able to control the class,’ Ridwanat Babalola from the Department of Kinesiology and Health Recreation stated. She explained how she was able to apply the pedagogical skills she had learnt in lecture rooms while delivering her lessons – commencing her lessons with captivating introductions, establishing class control, making the lessons student-centred, time management and so on. Ridwanat described the first week’s experience at Olusola College of Arts and Science as amazing and impactful.
Practicum Experience
Students in the departments of Educational Foundation and Counselling (EFC) and Adult Education and Lifelong Learning (ALL) observe Teaching Practicum. They are placed in locations like schools (for Counselling students), correctional centres, media houses and vocational centres. Here, they learn and practice how teaching can contribute to rehabilitation.
Boluwatife Olajide from Adult Education and Lifelong Learning, who is currently observing his practicum at Kosere Correctional Centre, Ile-Ife, stated that he had an epiphany: learning has the power to give hope and dignity, even in a place where people often feel forgotten. He said that correctional centres are places of second chances where inmates can acquire skills and values that will make reintegration into society easier; they are not only meant for punishment.
Challenges
Mustopha recounted how he spent a significant portion of his stipend on transportation to avoid lateness every morning. He also shared how the large class made it difficult to individualise the learning process. ‘Some students were skeptical of me as a student-teacher, initially. I had to build trust by citing relatable examples to make the class engaging.’
‘Some students were talkative and easily distracted, and engaging them was a real task. However, I’m learning to adopt different teaching methods,’ Oluwafikayomi expressed.
Conclusion
Ultimately, the first week of the OAU teaching practice and practicum exercise has been a blend of excitement, discovery, and challenges for the student-teachers. Some found confidence and inspiration to pursue teaching as a career, and others faced classroom realities that tested their adaptability and resilience. It is evident that the programme remains an invaluable aspect in shaping competent educators.