Various scholars and researches have identified a number of traditions guiding the development of teacher education programmes. These include “the academic” tradition, “the social efficiency” tradition, “the developmentalist” tradition, otherwise referred to as the “personalist” or “humanist” tradition, and “the social reconstructionist” tradition. Education is the pivot of development in all countries, (Nigeria is no exception), and the availability of well-trained and highly qualified teachers is central to the supply of human capital needed to promote qualitative education. The training of teachers in Nigeria, which started in 1859 with the establishment of “The Training Institute”, at Abeokuta, has metamorphosed into present citadels of learning, where highly skilled manpower in the art of teaching are trained in large numbers yearly. However, the current hues and cries about the failing standard of education in Nigeria can be blamed partly on the patterns of teachers supply, their quality, and their level of performance. It is the attempt to unravel the validity of this assertion that has informed this paper.
Kobiowu, S. V.
"The Socio-Economic Implications of Teachers Supply Patterns on the Teaching Profession in Nigeria,"
Essays in Education: Vol. 19
, Article 13.
Available at: https://openriver.winona.edu/eie/vol19/iss1/13