Teacher education, innovation, and knowledge transfer for sustainable development in Anambra state: the role of English language

Abstract

This study surveyed the development of Teacher Education from the missionary period through the colonial era to the present day emergence of colleges of education and Faculties of education in universities in Nigeria. The theory of teacher innovation served as the theoretical framework for the study. A sample population of two colleges of education in Anambra State was used for the study. The researcher visited the institutions and conducted oral interviews and discussions with some lecturers. The course contents of some departments were also examined including the pay packets of some lecturers. The importance of English as a vehicle for the transmission of knowledge for all the courses in teacher education was also emphasized. The research suggested that the government, the society, the parents and voluntary organizations should put their hands on deck to provide all that is needed for teacher education in Nigeria as no country can grow above the educational standard of its citizens. It was discovered that the lecturers’ pay packets which should serve as motivation was not encouraging, the course contents did not contain enough information which should produce qualitative teachers with the needed skills for them to be self-employed on graduation. It was recommended amongst others that the curriculum of teacher education should be completely overhauled to introduce more meaningful innovations to help harness the innate talents which will give room for sustainable development in a developing country like Nigeria.