ASSESSMENT OF UNDERGRADUATES PERCEPTIONS AND CHALLENGES FACED BY PRE-SERVICE TEACHERS DURING TEACHING PRACTICE IN ADEYEMI FEDERAL UNIVERSITY OF EDUCATION, ONDO

ABSTRACT The study assessed perceptions and challenges faced by undergraduate pre-service teachers during teaching practice in Adeyemi Federal University of Education, Ondo. The population for the study comprised comprised all 300 and 400 levels undergraduate students in the faculty Art, Adeyemi Federal University of Education, Ondo. The study adopted descriptive survey research design and 100 questionnaires were used as the instrument for data collection. The data collected was anaylyzed using descriptive statistics including frequency counts, percentage, mean and standard deviation. The findings revealed that teaching practice exercise significantly impacts the professional development of pre-service teachers as perceived by the respondents. It serves as a critical platform for applying theoretical knowledge in real classroom settings, shaping teaching skills, and fostering career readiness and helps develop essential classroom management and communication skill. The study revealed further the modes of preparation of pre-service teachers which include attending orientation programmes, acquiring teaching materials, learning classroom management techniques, and practicing lesson note preparation. Several challenges encountered by pre-service teachers during teaching practice were revealed which include difficulties in classroom management, lesson note planning, catering to diverse learning needs, limited teaching aids, overcrowded classrooms, anxiety related to supervision, and balancing teaching responsibilities with academic obligations. Various support systems during the teaching practice exercise to enhance pre-service teachers learning and professional development were revealed which include mentorship from experienced and professional teachers, remuneration from schools though not common, and support from peers. It is recommended that teachers’ education institutions should strengthen pre-practice preparation through comprehensive orientation programs to equip pre-service teachers with essential skills in classroom management, lesson planning, and communication. Also, supervisors should adopt supportive supervision mechanisms that encourage pre-service teachers to improve their teaching without undue anxiety to alleviate performance-related fears KEYWORDS: Perceptions, Challenges, Pre-service teachers, Teaching practice