Journal of Global Research in Education and Social Science

The research investigated lecturers' perspectives on teacher education quality in Nigeria Colleges of education. The study was a mixed-method approach where the questionnaire was used to collect quantitative data and interviews for the qualitative. Participants consisted of ninety-four lecturers who voluntarily filled out the questionnaire and were interviewed. Data collected were analysed using descriptive statistics and thematic analysis. Findings show that admission policy, socioeconomic factors, funding and infrastructures, lecturer PCK, curriculum and teachers' welfare are critical to quality education in Nigeria. Therefore, the authors suggested that teacher education should be reformed in Nigeria, particularly in Colleges of Education. The reform should take care of admission policy, funding and infrastructures, Lecturers, curriculum, and teacher welfare.