The Improvement Of The Pre-service Physics Teacher's Preparation Mechanism In Nigeria Universities Based On The Reference Of Zhejiang Normal University

Preparation mechanism in pre-service physics teachers' program in Nigeria exhibit some deficiency that associated with the decline in the performance of students in Physics(WASSCE)in Nigeria.The preparation mechanism comprising analyses of curriculum content,preparation processes,perception,available facilities,motivation strategies and training relevance's are known to have an impact on the initial physics teacher training.However,the degree to which these teaching analyses remain an investment to improve preservice physics teacher training in Nigeria is overlooked.Thus,the study's objectives are to investigates the current status of a pre-service Physics teacher in Nigeria,as well as to examine the factors that function against pre-service physics teachers in Nigeria.Examine the ZJNU's pre-service physics teacher education preparation system in particular,and use ZJNU as a case study to learn from China on how to improve the pre-service physics teacher mechanism in Nigerian universities.To analyses the investment in both countries,the human capital theory was explored.For the analysis,a case-study qualitative research design was used,and documents from the ZJNU and AAUA Ps PT curricula were analysed using Bloom's Taxonomy cognitive theory,as well as interviews with one physics teacher instructor,three TEPTC management workers,and 20 Ps PT from ZJNU's and 23 AAUA PPTs students and one teacher educator constituting the study sample.The findings revealed that both training approaches have significant influences on the Ps PT program's preparation mechanism,with the Chinese training programme exhibiting more professional expertise and investment than the Nigeria Ps PT programme can take a cue from,as caution should be taken in terms of curriculum standard,as it has been revealed that is attached to the cultural background of the respective countriesThe study recommended that the Nigerian pre-service physics teacher curriculum be revised to reflect physics pedagogy in the area of ‘conceptual knowledge,' as well as the Chinese curriculum in the area of meta-cognitive learning outcomes,which,despite having a low level in meta-cognitive learning outcomes,has shown positive effects on students' learning,as revealed by this study.Furthermore,the cognitive ordered for pre-service physics teacher training tends to support the previous assumption on Bloom's taxonomy that promotes cognitive process ordering from simple-to-complex,which will improve the prospective physics teacher's ability to acquire training.