THEORETICAL AND CONCEPTUAL FRAMEWORK FOR IMPROVING TEACHER EDUCATION IN TERTIARY INSTITUTIONS IN GOMBE STATE, NIGERIA

Teacher education is a well-established area of research within the education literature from global and regional perspectives which reflects different contexts. However, studies focused on Nigeria have primarily examined the challenges faced by teachers in the educational sector. Notably, there is a discernible gap in research concerning how to improve teacher education in tertiary institutions in Gombe State in view of its importance which include; improved service delivery, increased learning retention, and enhanced understanding of issues. Utilizing a literature review approach, this paper proposes a theoretical and conceptual framework for improving teachers’ education in the study area. The framework draws upon the explanatory power of two relevant and interconnected theories: the Transformative Learning Theory (TLT) and the Human Capital Theory (HCT). These theoretical lenses are employed to understand and explain the improvement process of teachers’ education in the study area. This research carries significant implications for both theory and practice. It will elicit government support for policy development aimed at promoting teachers’ education in Gombe state. It should positively influence heads of tertiary institutions to seriously consider and strategically plan for improving teacher education with potential to stimulate further scholarly inquiry into this crucial area within the Nigerian context.