Analyzing the Training and Teaching Skills in Set Induction for Architecture Lecturers in Selected Polytechnics in Northern Nigeria

Abstract

This research endeavours to analyse and enhance the pedagogical practices employed by Architecture lecturers, with a specific focus on the critical phase of set induction. Set induction plays a pivotal role in engaging students and setting the tone for effective learning experiences. The study aims to assess the existing training programs and teaching methodologies utilized by architecture lecturers in selected Polytechnics. Kaduna Polytechnic, Federal Polytechnic Bauchi, and Federal Polytechnic Nasarawa, seeking to identify strengths, weaknesses, and areas for improvement. The research methodology involves a combination of qualitative and quantitative approaches, including surveys, interviews, and classroom observations. Data will be collected from a diverse sample of architecture lecturers to gain insights into their current set induction practices, the effectiveness of training programs they have undergone, and the challenges they encounter in implementing these techniques. Analysis of the collected data will provide valuable insights into the alignment between existing training and teaching methodologies and the dynamic needs of Architecture Education. The research aims to propose recommendations for refining and supplementing current training programs, fostering the development of advanced teaching skills, and ultimately improving the overall quality of Architectural Education in polytechnics. This research is significant as it addresses a critical aspect of pedagogy in Architecture Education and contributes to the ongoing discourse on effective teaching practices. The findings will not only benefit architecture lecturers but also provide valuable input for educational institutions and policymakers aiming to elevate the standards of architectural education in polytechnics.