An Analysis of Academic Lesson Planning Challenges Faced by B.Ed. Trainees in Colleges

Abstract

One of the core elements of teacher training is the preparation and presentation of academic lessons, which include theoretical, micro-teaching, simulation, integrated, and actual classroom lessons. This study examined lesson planning problems faced by B.Ed. trainees in five randomly selected colleges, with a sample of 350 student-teachers, using a descriptive survey method. Data were collected through a structured questionnaire, Lesson Planning Problem Identifier, covering six areas: theoretical lessons, micro-teaching, lesson planning, lesson writing, lesson delivery, and lesson evaluation. Of the issues identified, 66 were significant. Data collection involved personal visits and interviews, with analysis done through tabulation and percentage techniques. Findings revealed difficulties in prioritizing content, over-reliance on theoretical delivery, lack of confidence, inadequate preparation, and poor lesson organization. Micro-teaching was often delayed, poorly organized, or absent. Additional challenges included ineffective use of audio-visual aids, poor classroom management, limited teaching materials, and insufficient feedback from supervisors. Lesson writing lacked precision due to inadequate guidance, while lesson evaluation was hindered by poor record-keeping, inconsistent criteria, lack of tools, and unclear feedback.