PROFESSIONALIZATION OF TEACHING SOCIAL STUDIES IN …
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PROFESSIONALIZATION OF TEACHING SOCIAL STUDIES IN NIGERIAN
UNIVERSITIES: THE GAINS, CHALLENGES AND CONCERN FOR GLOBAL
EDUCATION
DANIEL I. MEZIEOBI, PHD1, OBIAGELI C. ONYEANUSI* M.ED1, CHINENYE RITA NZEGWU, B.ED1,
MARTHA ALHASSAN, B.ED1, PEACE CHINYERE EZE, B.ED1
1Department of Social Science Education, University of Nigeria, Nsukka
Obiageli C. Onyeanusi, Department of Social Science Education, University of Nigeria, Nsukka
ABSTRACT
Professionalising social studies education teaching in Nigeria’s universities is a quality control measure to ensure that
lecturers observe professional practices of the discipline to the core. In addition, it is a process of producing qualitative
graduates and academic lecturers who are imbued with the requisite philosophies, orientation and goal objects of social
studies geared at transforming human persons for functional national and global education. This discourse delineated the
status of social studies curriculum implementation in Nigerian universities as follows: teaching by non-professionally
trained social studies lecturers, ineffective implementation of social studies curriculum, poor application of social studies’
pedagogic practices, and extent of utilization of innovative instructional resources, staff development and funding of
research. The gains of utilization of professionally trained social studies lecturers are itemized as follows: effective
implementation of social studies curriculum, achieving social studies programme curriculum objectives, application of
requisite social studies pedagogic practices, others are quality development of academic staff, installation of effective
social studies postgraduate programmes and widening the horizon of social studies for global education. The
contemporary challenges of professionalizing social studies education are addressed. The result of repositioning social
studies lecturers’ quality for global education is highlighted as recruitment of qualified social studies lecturers,
internalization of social studies curriculum, exposure on innovative instructional resources, active staff orientation on
pedagogic practices and preparing of learners for productive living. Conclusion was articulated and the following
recommendations were made; there is a need for qualitative staff development and recruitment of qualified professionally
trained lecturers, supervision of lecturers’ professional practices, diverse appraisals by students, lecturers self and peer
evaluation among others.
KEYWORDS: Professionalisation of teaching social studies and Nigerian universities & Global education
Received: Jan 21, 2021; Accepted: Feb 11, 2021; Published: Apr 07, 2021; Paper Id.: IJMPERDAPR202137
INTRODUCTION
The perceived teaching of social studies in Nigerian universities by mostly non-professionally trained social studies
lecturers who are bereft of the discipline professional practices (Mezieobi 2007, Nwaubani 2008, Okam 2012,
Mezieobi, Ojobo, Onyeanusi & Sampson, 2013), is a serious gap and enormous threat to the effective
implementation of social studies in Nigerian universities and has over all implications for the effective
implementation of social studies curricula at other levels of education enterprise in Nigeria. It is, therefore,
imperative that urgent professionalization of social studies teacher education in Nigerian universities is apt in order
to strengthen lecturers’ professional quality geared at realizing the goal objects of producing functional citizens for
Orig
inal A
rtic
le
International Journal of Mechanical and Production
Engineering Research and Development (IJMPERD)
ISSN(P): 2249–6890; ISSN(E): 2249–8001
Vol. 11, Issue 2, Apr 2021, 495-508
© TJPRC Pvt. Ltd.
496 Daniel I. Mezieobi, Phd, Obiageli C. Onyeanusi* M.Ed, Chinenye Rita Nzegwu, B.Ed,
Martha Alhassan, B.Ed, Peace Chinyere Eze, B.Ed
Impact Factor (JCC): 9.6246 NAAS Rating: 3.11
national development and international relevance.
High quality education implementation through social studies instruction at the tertiary (university) level in
Nigeria is a primary necessity to equip the learner to survive in a competitive world. The possession of global education
equips the learners in the new world order that is knowledge driven, highly technological and emphatic on world
interconnection with requisite knowledge, ideas, values and skills to make innovative contributions to the advancement of
nations and the international society. For social studies to achieve these novel and lofty objectives, it requires articulate
professionally trained (lecturers), use of best pedagogic practices and innovative materials to facilitate learning, funding of
researches to enlarge the scope of teaching and learning (Mezieobi, Onyeanusi & Ugwuanyi, 2020).
Imogie (2010) reiterates that quality teaching and learning (social studies) depends on lecturers’ academic input,
professional quality and orientations. In corroboration, Okobia (2012) agrees that social studies lecturers’ professional
competences are strategic in quality teaching and implementation of social studies curriculum in Nigerian universities. This
study upholds that lecturers’ application of social studies approved pedagogies, use of innovative materials, currency in
professional practice of social studies, commitment to the philosophies, orientations and objectives of the discipline will
assist competent practical implementation of social studies in Nigeria’s ivory tower. This discourse for a clearer insight
will address: status of social studies curriculum implementation in Nigerian universities, the gains of utilization of
professionally trained social studies lecturers, contemporary challenges of professionalizing social studies and
repositioning of social studies lecturers quality for global education.
Conceptual Framework
Social studies is a course programme which enables the individual to identify problems, analyse the problems in his
environment and make the right decisions (Anyanwu, 2014). In addition, social studies as a course of study is aimed at
producing students who are creative, patriotic, responsible and useful member of the society, contributing their own quota
in the development of the nation (Uzokife, 2014:91). It can, therefore, be deciphered that social studies is environmental-
focused, equips the learners with skills, values and attitudes to make critical decisions on environmental challenges. The
learner is challenged to become a functional citizen by championing democratic national development as contributing
worthy ideas towards national advancement and patriotism.
A social studies classroom is any place in and outside the school; where teaching and learning take place with the
teacher serving as a guide for learners (Mezieobi, 2016: 142). Social studies instruction can take place without the physical
presence of lecturers, in which case, the process of acquiring learning experiences is multiple or may be definite based on
lecturers instruction. In totality, social studies classrooms are flexible. Non lecturer dominated, learners are allowed a wide
choice of independent learning, thinking and decision making. This process improves their reasoning capability and
valuing processes which are helpful in building affection and feeling towards problem tasks. These valuable teaching
processes requires lecturers display of adequate professional competences, which are indispensable in realizing the
objectives of social studies in Nigerian universities, the use of non-professionally trained social studies lecturers or
generalist lecturers will lead to professional rut or ineffective implementation of social studies curriculum.
Professionalizing social studies teaching in Nigerian universities entail adequate recruitment of professionally
trained social studies lecturers, supervising their application of instructional practices and extent of utilization of innovative
instructional resources such as websites, e-learning, information communication technologies, community resources
Professionalization of Teaching Social Studies in Nigerian Universities: The Gains, Challenges 497
and Concern for Global Education
www.tjprc.org editor@tjprc.org
among others. It further calls for continuous academic staff development and the application of requisite innovative social
studies pedagogic practices and materials through workshops, conferences, seminars and in house reorientation by superior
academics.
In addition, repositioning the teaching of social studies professionally will ensure the observation of interactive
classroom sessions for knowledge, values, skills and information sharing across students and lecturers. Students and
lecturers ought to be involved in active researches, field activities and projects on contemporary issues, so as to expand the
frontiers of teaching and learning experiences. Interestingly, diverse accumulated knowledge makes social studies feasible
in contents for global intercultural education.
Ikwumelu (2009) hinted that global education is education structured for global intercultural understanding and
world-mindedness. It is education meant to make the learner internationally competitive, comparative and to fit into work
spaces in the globe. A transformative social studies education should be geared towards integrating contents, learning
experiences, values and information across the globe. It is therefore imperative that social studies teacher education (in
Nigerian universities) should be updated and enhanced in view of sporadic dynamic changes in the state of Nigeria and the
globe at large (Mezieobi, Mezieobi & Anyanwu, 2017). Qualitative, professionally-trained, competent lecturers remains
indispensable in projecting social studies for attaining global education in Nigerian universities and elsewhere in the globe.
Status of Social Studies Curriculum Implementation in Nigerian Universities
The status of social studies education implementation in Nigerian universities can be examined as follows:
1. Teaching by Non-Professionally Trained Socials Studies Lecturers: Social studies in Nigerian universities are
principally taught by lecturers who were not professionally trained in the discipline of social studies (Ololobou 2002,
Okam 2012, Mezieobi 2011 & Mezieobi, 2016). Okey (2014) lambasts unprofessional persons teaching in our school
system, including lecturing in social studies by extension in Nigerian universities. This anomaly may likely influence
proper implementation of social studies curriculum by lecturers who are not equipped with the discipline instructional
practices and professional orientations.
Against this background, Mezieobi (2016) pinpoints that professionalization will encourage effective teaching of
social studies; learners will be groomed in the peculiar pedagogic practices and ethics of the discipline. In addition,
professionalization would facilitate value development as the strategic emphasis of social studies.
2. Ineffective Implementation of Social Studies Curriculum: Nigeria’s National Policy on Education (2014)
recommends that all teachers should be professionally trained. This is substantially to avert ineffective teaching and
instruction not directed to programme goals and objectives. It is therefore implied that a large preponderance of non-
professionally trained social studies lecturers, jeopardizes producing competent graduates in social studies.
Offorma (2014:10) submits that professionally trained social studies lecturers ought to be “well trained, competent,
effective and efficient”. The effective social studies lecturer is expected to be “a repository of social studies’ philosophy,
content and methodology and (is) prepared to reflect these in performing his role” (Ololobou, 2002:2).
3. Poor Application of Social Studies Pedagogic Practices: Akpochafo (2014) noted that there is no best method
of teaching social studies, but suggested the application of combination of best innovative pedagogic practices. While
Mezieobi (2014) highlighted the most appropriate method of teaching social studies as follows: inquiry method, problem-
498 Daniel I. Mezieobi, Phd, Obiageli C. Onyeanusi* M.Ed, Chinenye Rita Nzegwu, B.Ed,
Martha Alhassan, B.Ed, Peace Chinyere Eze, B.Ed
Impact Factor (JCC): 9.6246 NAAS Rating: 3.11
solving method, simulation method, discussion method, dramatization method, questioning method including
individualized instruction, programmed instruction, computer assisted (guided) instruction, mastery learning instructional
method, advanced organizer model of instruction, flexible scheduling. In addition are team (team or collaborative)
teaching, concept mapping, future wheel instructional model, values clarification method and ICT in social studies.
Mezieobi, Onyeanusi and Ugwuanyi (2020) questions the extent lecturers are trained in reality to the effective utilization of
these transformative methods?
A cursory observation shows that lecturing method dominates the teaching process by professionally trained and
generalist social studies lecturers. For effective pedagogic practices, Moronkola (2011:73) admonished “Evidence – based
teaching means that (social studies lecturers) use research based tested methods, materials in teaching and learning
approaches in” (universities). The use of evidence-based research methods and materials improve the quality of social
studies teaching and learning outcomes, this is because the methods are scientifically tested and professionally approved.
Ineffective application of requisite innovative methods in the implementation of social studies curricula at all levels of
education in Nigeria is blamed on the instructional quality of social studies lecturers at colleges of education and
universities in Nigeria, who are significantly not professionally trained in social studies education (Mezieobi, Ojobo,
Onyeanusi & Sampson, 2013). This anomaly necessitates the professionalization of teaching social studies in Nigerian
universities, in order to produce functionally effective teachers, lecturers and social studies practitioners for updating the
standard and quality of social studies programme.
4. Extent of Utilization of Innovative Instructional Resources: Social studies helps students to develop necessary
knowledge, skills and values to be active members of their society (Cengelci:2013:1836). The teaching of social studies
can be concretised by the use of community resources, it also facilitates teaching of social studies (Mkpa 2001, Ezegbe
2005, Zaria & Bulya, 2011), and this is because contents, concepts and generalizations are broadly illuminated to the
cognition of learners. Insignificant use of community resources in teaching social studies affects the quality of instruction
and deepened understanding of issues. Misconceived, misapplied and misinterpreted contents in social studies can be
clarified by the extent lecturers utilize innovative instructional resources.
Okafor and Ejiofor (2013) in a study in Enugu state of Nigeria on constraints of lecturers’ utilization of E-learning
resources identified: lack of access to technology infrastructure such as computers, moderators, smart classrooms,
including poor internet connectivity, computer illiteracy among others. For effective teaching and learning, E-learning
adoption in social studies education at the (university) level in Nigeria, stands the chance of extending social studies
instruction outside the formal school setting and correspondingly equipping the learners with dynamic skills, values and
knowledge to compete internationally (Mezieobi, Onyeanusi & Ugwuanyi, 2020).
5. Staff Development: Nigeria’s national policy on education (2014) soundly supports professional development of
teachers (lecturers) for adequate possession of substantial professional competences, skills, intellectual knowledge to excel
in the teaching profession. Continuous professional development of the professional social studies practitioner, more so
those in professional practice, is inevitability if they must stay current in their teaching Job (Mezieobi, 2016).
Professionally trained social studies lecturers and non-professionally trained lecturers ought to update their professional
competences for effective job performance output.
To avoid professional rut or obsolescence in teaching social studies in Nigerian universities, Nnoruga (2013)
advised lecturers the use of pedagogic practices, regular attendance and active participation in professional oriented
Professionalization of Teaching Social Studies in Nigerian Universities: The Gains, Challenges 499
and Concern for Global Education
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conferences, workshops and seminars, as well as reading professional oriented textbooks and Journals in social studies.
6. Funding of Research: Government funding of research in social studies education is grossly limited than the
focus on science and technology. Professional bodies as Social Studies Association of Nigeria (SOSAN), Social Studies
and Civic Educators Association of Nigeria (SOSCEAN), Social Studies Teachers Association of Nigeria (SOSTAN)
among others are organizing conferences, seminars and workshops to uplift the status of social studies education. To
buttress ineffective funding of social studies, Akpochafo (2014:1) noted “many nations appreciate the edifying effect of
(social studies) education (in national transformation and global interconnection), efforts to make it edifying is not
commendable”. Funding of research in social studies education will improve the quality of the lecturers and graduates for
improving the national economy.
The Gains of Utilisation of Professionally Trained Social Studies Lecturers
The gains of utilization of professionally trained social studies lecturers are delineated:
1. Effective Implementation of Social Studies Curriculum: Professionalising the teaching of social studies in
Nigerian universities is to ensure effective social studies curriculum implementation and would improve “… learners’
academic achievement and their life skills can be improved to meet various challenges of life to be met later in life”
(Moronkola, 2011:75). The possession of life sustainable skills through social studies instruction would help social studies
graduates become relevant to confront personal, community and global challenges.
2. Achieving Social Studies Programme Curriculum Objectives: Professionalization is a quality assurance
mechanism which Macukoww and Witkwoski (2005) observed is to ensure that (social studies) objectives and purposes are
maintained. Quality social studies graduates are expected to improve the economy through their input, skills and research
efforts. While Ekundayo (2011) noted that universities in Nigeria are tailored at:
“Production of highly skilled entrepreneurial (social studies) graduates;
Research output that provides solutions to national and global problems and
Professional/technical service for the local, national and international communities”.
Regrettably, Saouma (2003) observed that countable number of students in developed and developing nations lack
problem solving and creative thinking skills including skills for creative education. It is the avowed objective of social
studies to produce functionally productive and responsive graduates to national and international developmental tasks.
3. Application of Requisite Social Studies pedagogic Practices: Akande (2007) expressed that the nature of a
subject determines its teaching patterns. Social studies classroom is flexible, the school classroom and open classroom,
which are associated with study resources in the environment. An important aspect of the process of teaching (Social
studies) education is the method employed in transmitting knowledge (skills, values and attitudes) (Kajang, 2011). The
approved methods of teaching social studies as highlighted earlier in this paper can be rightfully implemented by a
professionally trained social studies lecturer.
In corroboration, Nwalado (2007) in a study in Delta state of Nigeria, found that specialist social studies teachers
had better perceptions of the concept (meaning of social studies) active use of methods and materials including diversified
evaluation patterns than generalist teachers teaching social studies at the upper basic education level. Specialist teachers
500 Daniel I. Mezieobi, Phd, Obiageli C. Onyeanusi* M.Ed, Chinenye Rita Nzegwu, B.Ed,
Martha Alhassan, B.Ed, Peace Chinyere Eze, B.Ed
Impact Factor (JCC): 9.6246 NAAS Rating: 3.11
were groomed in social studies, while the generalist teachers from other social sciences were influenced by their discipline
orientation and background. These same lapses are likely to be applicable in Nigerian universities from insider observation.
4. Quality Development of Academic Staff: Professionally equipped social studies lecturers cannot be set aside in
the effective implementation of social studies curriculum. For emphasis, professional development equips social studies
practitioners to have insider knowledge of the discipline (Costley & Gibbs, 2006), that is to say deeper understanding of
objectives, concepts, philosophy and psychology of social studies education. Social studies lecturers/practitioners are
expected to have some basic professional competences.
Mezieobi (2016) identified functional competences expected to be exhibited by social studies practitioner to be located in:
“Personal characteristic competences;
Pre-active teaching competences;
Teaching interactive competences;
Classroom management and control competences;
Instructional evaluation competences with emphasis on effective evaluation and inculcation of reflective critical
thinking;
Community focused relational competences;
School system effectiveness competences and
Continuous self – professional development competences: We suggest other professional competences as
knowledge and application of innovative pedagogic practices and materials utilization, including blending of
contents for universal comprehension or global education, creation of room for learners contributions in
development of social studies contents, including resourcefulness in integration of contemporary information and
learning experiences, there is need for competences of breeding peace builders in a global system replete with
political tension, terrorism, ethnic clashes, leadership corruption, social injustice and brutalization of fundamental
human rights. It is essential to possess research skill development competences, intercultural understanding,
acceptance and accommodation of ethnic and national diversities, making social studies graduates to fit into
global field of work. Quality academic helps in producing quality lecturers and graduates.
5. Installation of Effective Social Studies Postgraduate Programme: Mezieobi and Mezieobi (2012) maintained
that all is not well with the implementation of social studies in Nigeria after three decades from 1982. The ineffective
operational implementation criticisms by other social studies scholars as Nwaubani (2008), Nnoruga (2013) Akinola
(2014), and Ikem (2014) amongst others are notable. Recruitment of professionals in social studies will boost the
postgraduate programme.
Esu (2012) defined the (lecturer) as one educated in the discipline of social studies and is qualified to teach, and as
such lecturers deficient in the discipline training, need serious reorientation in the competences demanded of social studies
teaching. In addition, “the quality of (social studies post graduate) teacher education often determines the performance of
its graduates in the labour market” (Olayele & Oluwagbohunmi, 2011:79).
Professionalization of Teaching Social Studies in Nigerian Universities: The Gains, Challenges 501
and Concern for Global Education
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6. Widening the Horizon of Social Studies for Global Education: Altbach (2002) hinted that (social studies)
education is not a personal possession, but an asset to be marketed internationally. Social studies education contents should
not be limited locally and nationally, graduates should be prepared to fit into the needs of the international society. (Social
Studies) education in the Nigerian contemporary society is viable when it is focused on societal needs and aspirations, as
well as international competitive standards. Education for work, survival, self-reliance, values and skills for improving the
society is in Vogue (Mezieobi, 2011). These noble objectives deserve professional lecturers’ active display of competences
in job performance and research.
Contemporary Challenges of Professionalising Social Studies Education
Contemporary challenges of professionalizing social studies in Nigerian universities are highlighted:
There is a continuous recruitment of non-professionally trained social studies lecturers in Nigerian universities.
The apparent neglect of social studies pedagogic practices retards functional implementation of social studies
curriculum and production of qualitative lecturers in the area of social studies education.
There is an obvious challenge to the use of innovative instructional resources to complement teaching, training of
high level manpower and research.
Staff development should be redirected copiously on the reorientation of serving social studies lecturers on social
studies basic professional competences.
Staff appraisal should incorporate student assessment of lecturers’ instructional competences as feedback
mechanisms for strengthening classroom instruction.
Classroom instructional supervision of lecturers which is almost non-existent should be introduced and
strengthened in order to improve lecturers’ professional quality, this must be done by highly trained professional
academics in social studies in and out of the university premises, and this is to ensure quality control.
There is a need to align social studies practices in Nigeria to some extent to international practices, without
compromising the essence of environment national education.
Repositioning of Social Studies Lecturers Quality for Global Education
Social studies lecturers’ quality can be repositioned for global education in the following ways:
1. Recruitment of Qualified Social Studies Lecturers: Global education which is education for international
visibility, cultural understanding, comparativeness and competitiveness requires qualified lecturers to be actualized. Asiyai
(2013) cautioned that nations should embrace the right type of education and training to achieve functional existence in
their society and to compete globally in the contemporary knowledge based economy.
2. Internationalization of Social Studies Curriculum Content: Social studies curriculum should be extended
beyond national boundaries to external activities and events; this will encourage lecturers to enlarge their research scope
and teaching of contents. “There are social studies practitioners who are committed to expanding the scope of social studies
through researches and deepening insights, understanding and clarification of concepts” (Wellington &Sikes, 2006).
3. Exposure on Innovative Instructional Resources: Maigari (2014) highlighted the challenges of ICT in teaching
502 Daniel I. Mezieobi, Phd, Obiageli C. Onyeanusi* M.Ed, Chinenye Rita Nzegwu, B.Ed,
Martha Alhassan, B.Ed, Peace Chinyere Eze, B.Ed
Impact Factor (JCC): 9.6246 NAAS Rating: 3.11
social studies in colleges of education in Nigeria as inadequate (professionally trained social studies) manpower, lack of
basic ICT skills by lecturers and limited provision of ICT facilities required by lecturers. Onuoha (2007) in a study on the
utilization of ICT in training of social studies teachers in university of Nigeria, found that students confessed that ICT
facilities was poorly utilized in their training, the study further recommended that computer facilities should be made
available in staff classrooms, students to be connected with internet system and ICT related courses be built into the social
studies curriculum. Chukwu, Mezieobi and Onyeanusi (2019) asserted “E-learning implication for effective teaching of
social studies is hinged on integrating e-learning in the teacher education of universities”. Lecturers’ exposure and
competency in the use of innovative resources will upgrade social studies quality and make “lecturers’ skills saleable”
(Osakwe, 2012).
4. Active Staff Orientation on Pedagogic Practices: Lecturers sound knowledge and active practice of diverse
pedagogies are indispensable in the effective implementation of social studies curriculum in Nigerian universities
(Nwaubani 2008), Kajang 2011, Esu 2012, Okam 2012, Mezieobi, Fubara & Mezieobi, 2015). Orientation and
reorientation of academic staff on pedagogic practices will assist meaningful teaching, research and academic extension
services in social studies education.
5. Encouraging Staff Self Evaluation, Student Evaluation and Peer Evaluation: In Nigeria’s educational
industry, attention has been preponderantly focused on the evaluation of instruction with a focus on the student – clientele
such that little or no attention is given to the evaluation of (lecturers) (Mezieobi, 2016:153). It is innovative to evaluate
social studies lecturers work performance by accredited social studies practitioners. This is a practical step of realizing the
gaps in the implementation of social studies curriculum in Nigerian universities.
Achuonye and Njoku (2013) suggest (lecturers) self performance evaluation in which lecturers self evaluate their work
performance while Mezieobi and Chikwelu (2015) uphold social studies (lecturers) peer evaluation, which gives room to
cross evaluation. Students’ evaluation of lecturers as the direct consumers of lectures’ instructions and input may assist in
improving lecturers’ pattern of instruction.
6. Preparing Learners for Productive Living: Mohammed (2005) condemned expansion in education in Nigeria,
which is bereft of providing knowledge and skills suitable to the realistic need of the youth. “It is imperative that poverty
alleviation education through social studies education impact in equipping the child or the youth with entrepreneurial
skills” (Mezieobi, Igbokwe, Dania & Mezieobi, 2014), this is to enable university graduates contribute productively to the
growth of the economy by living productive work life.
This study was anchored on Provus Discrepancy Model (1971). Provus (1971) discrepancy oriented curriculum
evaluation model is structured towards decision making in three broad categories:
“Set curriculum standards;
determination of whether a discrepancy exists between set performance and actual performance and;
Utilization of discrepancy generated data to determine the direction of the curriculum in terms of retention,
modification and improvement or total elimination” (Mezieobi, 2006).
This model suits the objective of appraising the professional competences of social studies lecturers in the
implementation of social studies curriculum in Nigerian universities. This discourse sought to determine whether a
Professionalization of Teaching Social Studies in Nigerian Universities: The Gains, Challenges 503
and Concern for Global Education
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discrepancy exists between set (standards) performance and actual performance (implementation of social studies
curriculum) as well as the utilization of discrepancy from generated data to determine the direction of social studies
lecturers competences in the implementation of the curriculum targeted at goal objects of social studies. The reviewed
literature will give insights on how to improve and strengthen the quality of social studies instruction and lecturers in
Nigerian universities? The strengths and weaknesses of the implemented curriculum were appraised through generated
information data. A critical appraisal of the status of social studies curriculum implementation in Nigerian universities does
not call for a total rejection, but a critical updating of the curriculum process and stabilizing professional standards of the
discipline through staff development and enthroning strict professional control measures.
CONCLUSIONS
This paper critically examined the need for professionalizing the teaching of social studies education in Nigerian
universities. The professional quality of lecturers needed to be upgraded professionally in order to produce functional
lecturers for stabilizing the discipline orientations, philosophies and objectives. For effective implementation of social
studies for global education, lecturers need to be acquainted with the professional practices and competences in pedagogy,
use of innovative resources, evaluation patterns and inculcating work survival skills in their graduates. Continuous staff
development is indispensable for serving lecturers in order to keep them at best in their job performance output. Global
education calls for internalization of social studies curriculum contents and extension of research globally.
RECOMMENDATIONS
Based on the generated data and information drawn from this paper, the following recommendations are suggested:
Social studies education’s postgraduate course programme work must be enriched with methods as a compulsory
area, has to be expanded in view of emerging innovative methods, and this is to ensure the production of effective
instructional lecturers (Mezieobi, Ojobo, Onyeanusi & Sampson, 2013), who will be professionally fit for
implementing social studies curriculum in Nigerian universities, to achieve the goal objects.
There is a need for qualitative training of (social studies) lecturers, regular revision of (social studies) curriculum
to accommodate contemporary issues, intensive appraisal of lecturers and students’ performance as a feedback
generating mechanism (Mezieobi, Ogaugwu, Ossai & Young, 2013), this is to strengthen social studies
implementation.
Diverse appraisals as students’ assessment of lecturers instructional performance, lecturers self and peer
evaluation, would help in identifying weaknesses and strengths, the spotted weaknesses can be corrected for
enhanced professional practices.
Internationalization of social studies curriculum content, entail continuous academic staff development so as to be
functionally fit for global education.
Professionalization of social studies calls for active funding of research, procurement of innovative resources,
encouraging contemporary publications, seminars and workshops to enhance the professional competences of
lecturers.
Regular supervision of lecturers’ instructional pedagogic practices by senior in house and external professional
504 Daniel I. Mezieobi, Phd, Obiageli C. Onyeanusi* M.Ed, Chinenye Rita Nzegwu, B.Ed,
Martha Alhassan, B.Ed, Peace Chinyere Eze, B.Ed
Impact Factor (JCC): 9.6246 NAAS Rating: 3.11
social studies academics is a mechanism to checkmate operational standards in social studies education, for
effective job performance and output.
Recruitment of professionally qualified social studies lecturers is strategic in boosting postgraduate programmes
enhancing quality teaching and avoiding professional quackery.
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