Bridging Pre-Service Training and Professional Practice: An Analysis of the Performances of NCE Graduates in ENG 212 and In-Service Competencies

Abstract

This study examines the predictive relationship between pre-service academic performance and in-service teaching competence among Nigeria Certificate in Education (NCE) graduates, focusing on ENG 212 (Applied English Linguistics). Anchored in systems theory and assessment validity theory, the research evaluates whether pre-service assessments effectively identify future teaching competence. A concurrent explanatory mixed-method design was employed, involving 60 graduates from Federal Colleges of Education in southwestern Nigeria. Quantitative data were derived from academic records and structured classroom observations, while qualitative insights were obtained through interviews and field notes.
Findings revealed a weak and statistically insignificant correlation between pre-service performance and in-service competence (r = 0.214, p = 0.132), indicating limited predictive validity. Chi-square analysis also showed no significant association between categorical performance levels. Qualitative evidence highlighted notable divergence, with some low-performing graduates demonstrating strong teaching competence and some high-performing graduates performing poorly in practice.
The study concludes that current assessment practices, which emphasize theoretical knowledge, fail to capture essential teaching competencies. It recommends a shift toward performance-based assessment, strengthened practicum experiences, and longitudinal validation studies to enhance the effectiveness and credibility of teacher education assessment systems.