Yoruba Preservice Teacher’s Experiences in Osun State: Challenges and Potential Solutions

The performance of preservice teachers during their teaching practice is a crucial determinant of their future success in the classroom. However, various factors influence this performance, including support from supervisors, access to resources, and effective supervision. Despite the importance of these factors, there is limited research focused on the specific challenges preservice teachers face and the solutions that can be implemented to address these challenges. This study aimed to explore the performance, experiences, challenges, and potential solutions for preservice teachers in Nigeria. The study employed a mixed-methods approach, combining surveys and interviews to collect data from preservice teachers in selected institutions. The findings revealed that the level of support from supervisors, feedback on teaching methods, and training programs had a significant positive impact on preservice teachers' performance. Challenges such as classroom discipline, inadequate teaching resources, and language barriers were prevalent, impacting their overall effectiveness. Solutions such as increased supervision, better access to resources, and additional training on classroom management were recommended to address these issues. The study concludes that preservice teachers require more structured and supportive supervision, better access to teaching resources, and enhanced skill development opportunities to improve their performance. Further research should focus on exploring the long-term impact of these solutions and investigating the role of technology in supporting preservice teacher development.