Investigating Teachers’ Socialization Pedagogy from the Perspectives of Teaching Practice Students in Teacher Training Institutions in Sokoto State, Nigeria

Abstract

This study assessed the pedagogical needs of student-teachers during teaching practice (TP) in three teacher training institutions (TTIs) in Sokoto State. A mixed-method design was adopted with a sample of 357 TP students selected through purposive sampling from a population of 4,887. Data were collected using a questionnaire, a classroom observation checklist, and in-depth interviews. The instruments were validated by experts, and reliability indices of 0.69 and 0.70 were obtained for the quantitative instruments using Cronbach’s alpha. Interview data were verified using informant triangulation and peer debriefing. Findings revealed that TP students were deficient in key pedagogical areas such as classroom management, use of audiovisual aids, and conflict resolution. It is recommended that TTIs in Sokoto State should place greater emphasis on these pedagogical components in their training programmes