Perceptions of Preservice Teachers on Teacher Education Curriculum’s Relevance and Adequacy for Graduate Transition into the Teaching Profession in Nigeria

The teacher education curriculum is the compass to other fields of education and learning. This study examined preservice teachers’ perceptions on the relevance and adequacy of, and strategies for improving the teacher education curriculum for graduate transition into the teaching profession. The study is underpinned by the Career EDGE theoretical framework and adopted the mixed methods research design of the convergent type. Final-year students from a southwestern public university in Nigeria constituted the study’s population, with samples selected using the purposive and simple random sampling techniques. Data was gathered using both questionnaires and focus group discussions. The data collected was analyzed using descriptive statistics (frequency counts and percentages), and inductive thematic analysis. Findings indicate that preservice teachers have positive perceptions concerning the relevance and adequacy of the teacher education curriculum for graduate transition into the teaching profession. The strategies for improving teachers’ education curriculum’s relevance and adequacy for better graduate transition into the teaching profession were elaborated. Recommendations are made.