PEDAGOGICAL PRACTICES OF THE ECCE LECTURERS AND THE STIMULATION SKILLS OF THE PRE-SERVICE TEACHERS ON THE USE OF INSTRUCTIONAL RESOURCES

Abstract

Instructional resources in teaching and learning cannot be overemphasized as what is  visual and auditory have a long-lasting memory in the minds of the learners more so  among children. This paper examined the extent to which the pre-service teachers in  the department of early childhood education in colleges of education in southwest  Nigeria are exposed to the skill of sourcing for and use of instructional resources  while in the college. The study adopted the mixed method approach of Quan + qual  type of triangulation. Multistage sampling procedure was employed in the selection  of samples for the study. A total of twenty-one ECCE lecturers and one hundred and  sixteen ECCE pre-service teachers were the participants in this study.  Disproportionate stratified sampling technique was adopted to select one college of  education from each of the states in the southwest, total enumeration technique was  employed to select the ECCE lecturers and the pre-service teachers in the selected  colleges of education. The Instruments used were ECCE Pre-service Teachers'  Observation Schedule (r=0.72), and ECCE Lecturers' Instructional Resources  Observation Checklist (r=0.71). In-depth interviews were conducted with five ECCE  lecturers and five pre-service teachers. The quantitative data were analysed using  descriptive statistics and Pearson product moment correlation at 0.05 level of  significance, while the qualitative data were thematically analysed. The quality of the  lecture materials prepared by the lecturers ( x = 2.04); the extent to which lecturers  use instructional resources ( x = 1.23). The lecturers hardly used instructional  resources to deliver their lectures.