چکیده (انگلیسی):

If the teacher must be “everything” to the learner as well as be the character-model to society, as
it is commonly expected, his training must be such that is not only comprehensive but well
articulated. Such training must be based on sound conceptual understanding and reasoning that
have been developed within the matrix of practice and experience (Ehiametalor, 1990).
Consequently, this paper examines a brief historical background of the teacher training
institutions in Nigeria, taking a look at the meaning and objectives of teaching practice and some
management problems militating against the professional preparation of teachers-in-training.
This paper further considers the strategies that could improve the management and supervision of
teaching practice, generally, and in colleges of education, in particular. Suggestions are made on
how to ensure that the professionally prepared teachers are retained in the education system
through appropriate incentives and motivation.