Innovation and Integration for Future Development of Teacher Education in Secondary Schools in Nigeria

Abstract

This study investigates the critical role of innovation and integration in advancing teacher education for secondary schools in Nigeria, focusing on the challenges faced by educators in an increasingly complex educational landscape. Employing a mixed-methods research design, the research surveyed 300 teacher trainees across five educational institutions in Kano State and conducted interviews with 30 educators and administrators. The findings reveal that 75% of participants consider the current teacher education curriculum outdated and misaligned with contemporary pedagogical practices. Furthermore, 68% of respondents reported inadequate training in technology integration, essential for enhancing student engagement and learning outcomes. The study also highlights that while 82% of teachers recognise the importance of practical teaching experience, only 50% reported having sufficient opportunities for hands-on training during their programmes. Systemic barriers, including inadequate funding, policy misalignment, and limited access to continuous professional development, impede the implementation of innovative teaching practices. This paper concludes with recommendations for educational policymakers and teacher education institutions, advocating for a comprehensive review of the curriculum, the adoption of technology-supported training programmes, and investment in infrastructure to facilitate innovative teaching approaches. Aligning educational policy with practical innovations is deemed essential for sustainable progress in teacher education and the broader educational context in Nigeria.