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Developing As A Teacher: A Study Of Nigerian Teachers

Fasoyiro, Olufunke (2016) Developing As A Teacher: A Study Of Nigerian Teachers. In: Papers from the Education Doctoral Research Conference 2015. University of Birmingham, Birmingham, pp. 45-53. ISBN 9780704428621

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This paper presents insights gained from preparatory work in relation to a research about the early career experiences of teachers in Lagos State. The historic failings of Nigeria’s public school system have left Nigerian Education sector with challenges such as low teaching standards and lack of basic opportunities for learning. Lagos State is used as a representation of the Nigerian scenario. Eraut’s (2004) model of learning and context factors that affect professional growth is used to analyze the extent to which new teachers develop the attributes that support learning in the way they engage with work, socialize at work and see themselves in that process.

A background of the research is first presented and then followed by a brief characterization of research participants’ recruited so far. The issues arising from the recruitment of graduates into teaching in Lagos State schools is discussed and the paper ends with final reflections on pertinent concerns worth pondering about in order that efforts targeted at providing quality education in Lagos State stands a greater chance of success now and in the future.

Type of Work:Book Section
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Number of Pages:9
Department:School of Education
Date:March 2016
Subjects:L Education > LB Theory and practice of education
Related URLs:
Copyright Status:Copyright in individual papers is owned by the respective author(s) and no paper may be reproduced wholly or in part (except as otherwise permitted under the Copyright, Designs and Patents Act 1988 as subsequently revised) without the express permission in writing of the author(s). Enquiries concerning reproduction outside these terms should be sent in the first instance to the School of Education, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
Copyright Holders:The author
ID Code:2141

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