Catherine U. Osuji

2 Publications in AERD

Author Publications

Career-related teacher support and decision to choose teaching as a career: a three-wave study of Nigerian and Zambian university students

By Ugochukwu Chinonso Okolie

This study examined the effects of career-related teacher support on Nigerian (N = 201) and Zambian (N = 192) university students' decisions to choose teaching as a career. In study 1 (Nigerian universities) and study 2 (Zambian universities), data were collected from students who took the 12 weeks of teaching practice exercise at three timepoints with 2 months measurement intervals. Results of the cross-lagged panel analyses demonstrated that in the two studies, enhancement of self-exploration served as the most predictor of students' decision to choose teaching as a career, and teaching self-efficacy and work volition positively mediated the relationship.

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A critical perspective on TVET teachers’ pedagogical practices: insights into the guiding pedagogical principles in practice

By Ugochukwu CHinonso Okolie

This study explores the technical and vocational education and training (TVET) teachers’ pedagogical practices and how such practices can help the teachers’ use of relevant guiding pedagogical principles in practice in Nigerian TVET system to facilitate quality learning. Employing a three-tiered ethnographic case study approach, we learned how 24 TVET teachers from purposively selected six Nigerian public universities used guiding pedagogical principles in practice to facilitate quality student learning. Focusing on five guiding pedagogical principles in practice identified from the thematic analysis, we analysed different pedagogical practices that teachers can adopt to facilitate quality TVET learning which include demonstration of learning, problem-based learning, seeing learners as knowers, active learning, and questioning. Drawing upon the thematic analysis, participants made recommendations for the continuous professional development of TVET teachers to enable them to improve in their use of the guiding pedagogical principles in practice to facilitate quality learning and graduate outcomes. © 2021 The Vocational Aspect of Education Ltd.

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