Challenges and Prospects of Integrating Collaborative Learning Models into Curriculum and Instruction in Teacher Education in Nigeria

This study focuses on the challenges and prospects of integrating collaborative learning (CL) models into the curriculum and instruction of teacher education in Nigeria. Collaborative learning is an instructional strategy that involves students working together to achieve shared educational goals, fostering communication, critical thinking, and problem-solving. This model is supported by the social constructivist theory (Vygotsky, 1978), is increasingly being identified as very important for the development of 21st-century skills among learners. Despite its numerous advantages, the implementation of CL in Nigerian teacher education, as a developing country, faces very many obstacles. Such obstacles include: inadequate infrastructure, lack of proper teacher training scheme in place, traditional teaching practices, and limited access to technology. This study adopts a ground theory research with qualitative and quantitative research methods to explore these challenges and highlight the potential prospects for effective utilization of collaborative learning in Nigerian teacher education programmes. By examining barriers such as infrastructural constraints, resistance to pedagogical shifts, and cultural issues, as well as opportunities like digital tools, policy reforms, and professional development programmes, this study aims to provide a comprehensive understanding of how CL can be integrated effectively into the Nigerian educational system.