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1、SKILLTRAININGINTEACHEREDUCATIONBYN.Y.S.IJAIYAABSTRACTOneoftherecurringproblemsinteachereducationistheissueofskilltraining.Thequestionofwhatskillsstudentteachersshouldacquireintheirprofessionaldevelopmentandhowtheseskiffsshouldbetaughthadengagedtheattentionofteachereducatorssincethe1950s
2、.Inspiteofthevolumeofliteratureontheissue,ithasprovedinconclusiveprobablybecauseofthecomplexityofhumanbehaviour.However,basedontheoriesofhumanlearning,andthenatureofteaching,someskillshavebeenputforwardascapableoffacilitatingamoreefficientteachingandeffectivepupillearning.Someofsuchskil
3、lsincludetechnicalskillsofteaching,conceptteachingskillsetc.Importantastheyaretotheprofessionaldevelopmentofstudentteachers,manyteachertraininginstitutionsdonotgivethemtheattentiontheydeserve.Theresultisthatmanystudentteachersfailtoacquiretheseskillstothedetrimentofpupillearning.Someoft
4、heproblemsinNigerianeducationalsystem,notelearningforexample,canbetracedtolackofthoroughgraspofconceptsbypupilsduetotheirteacherspoorteachingskills.Itissuggestedamongotherthings,thattheimbalancebetweenpracticalandtheoreticalcomponentsofteachereducationcurriculummustberedressedbytheN.C.C
5、.E.andFacultiesofEducationbeforetrainingcanmakeanyappreciableimpactontheteachingskillsofthestudentteachers.Technicalskillsofteachingandconceptteachingskillsarediscussedhereasaguidetoteachereducators,studentteachersandschoolteachers.INTRODUCTIONThework'skill'isdefinedintheConciseOxfordDi
6、ctionaryas"expertness","practicedability","dexterity","tact".Skillsarealsodescribedas"themechanismofcarryingoutataskandConstitutevitalfactorsintheeffectivenessofthepractitioner"(Ijaiya,1991:26).Skillsandknowledgedistinguishoneprofessionfromanother(e.g.adoctorandalawyer).OzigiandCanham(1
7、979:175)describeaprofessionalas"—someonewhoislearnedandskilledintheparticularjobinwhichhehasspecializedandwhichheintendstopracticethroughouthisworkingcareer".Inteachereducationskillsareusedtorefertothespecificbehaviours,(inmostcasesobservableones),oftheclassroomteacherwhichhave
