DR O. S. Oyetoro
- Name : Oyetoro Oyebode Stephen
- Present Status: Senior Lecturer
- +2348087253878
- soyetoro@oauife.edu.ng
- oyebode_oyetoro@hotmail.com
Dr Oyebode Stephen Oyetoro holds a master and doctorate in Curriculum Studies (Social Science Option), which were obtained in 2014 and 2023 respectively, from Obafemi Awolowo University, Ile-Ife, Nigeria. He also possesses a B.Sc.Ed. (Accounting) (2008) from Olabisi Onabanjo University, Ago-Iwoye, Ogun State. He possesses 10 years teaching experience in the higher education sector and has since taught courses in Educational Research Methods and Data Analysis, Curriculum Studies, Social Science Subjects Teaching Techniques and Methods and Current Issues and Trends in Education at both Undergraduate and Postgraduate levels. His research interests include: Critical Pedagogy, Global Education, Teacher Education, Higher Education, Textbook Evaluation and Entrepreneurship Education broadly defined. Dr Oyetoro has attended several online and onsite local and international conferences. He is a Fellow of the Institute of Advanced Studies (IIAS) (2019) and a winner of Caroline Odunola Fellowship for Ph.D. thesis completion in 2019. He was also a 2023 Baden Wuttermburg Stipendium Scholar at Padagogische Hochschule, Freiburg, Germany. He was part of a TETFund Institutional Based Research (IBR) team headed by Late Professor Y. A. Ajibade that evaluated the Promoting Excellence in Teaching (PET)- a capacity building pedagogical training programme for University Teachers irrespective of their disciplines in Obafemi Awolowo University- in 2019. Dr Oyetoro has published widely in reputable outlets including Boston Journal of Education (BUJOE), Policy Futures in Education, African Journal of Teacher Education (AJOTE), European Journal of Sustainable Development Research (EJOSDR) and Ife Journal of Humanities and Social Studies (IJOHUSS). His most recent publication is a contribution to book titled COVID-19, webinars and human capital development among academics in higher education institutions (https://www.routledge.com/Teaching-and-Learning-with-Digital-Technologies-in-Higher-Education-Institutions/Mare-Woyo-Amadhila/p/book/9781032205250). He is a member of Teachers Registration Council of Nigeria (TRCN), Curriculum Organisation of Nigeria (CON) and Academic Network on Global Education and Learning (ANGEL). Asides teaching, Dr Oyetoro continues to mentor students, provide pastoral care for adolescents and youths and seeks ways to deconstruct knowledge while rendering his voice for and against decolonialism and recolonialism respectively.
His publications could be accessed via:
- Graduate Member, Nigerian Institute of Management (GMNIM) 2012
- Teachers Registration Council of Nigeria (TRCN) 2014
- Ife School Curriculum Improvement Group 2017
- Fellow, Ife Institute of Advanced Studies (IIAS) 2019
- International Association for the Advancement of Curriculum Studies (IAACS) 2019
- Teaching & Learning in Higher Education Group, University of Bergen, Norway 2021
- Curriculum Organization of Nigeria (CON) 2021
- Academic Network on Global Education and Learning (ANGEL) 2023
- e-Assessment Association 2024
Theses/Dissertations
Oyetoro, O.S. (2023). Assessment of senior secondary school entrepreneurship education policies, curricula and implementation in Southwestern Nigeria. Unpublished Ph.D. Ed. thesis, Obafemi Awolowo University, Ile-Ife, Osun State.
Oyetoro, O.S. (2014). Evaluation of recommended financial accounting textbooks in secondary schools in Southwestern Nigeria. Unpublished M.A. Ed. thesis, Obafemi Awolowo University, Ile-Ife, Osun State
Oyetoro, O.S. (2008). Effect of job motivation and self-concept on the work performance of financial institution workers. Unpublished B.Sc. Ed. Dissertation, Olabisi Onabanjo University, Ago-Iwoye, Ogun State.
Books/Monographs
Authored Books: Nil
Edited Books: Nil
Chapter Contributions to Books: 1
†Oyetoro, O. S. (2022). COVID-19, webinars and human capital development among academics in higher education institutions. In A. Mare, E. Woyo & E. M. Amadhila, Teaching and learning with digital technologies in higher education institutions in Africa: Case studies from a pandemic context. https://www.routledge.com/Teaching-and- Learning-with-Digital-Technologies-in-Higher-Education-Institutions/Mare-Woyo- Amadhila/p/book/9781032205250 (United Kingdom).
Published Articles:
Oyetoro, O. S. (2015). The realities of teaching entrepreneurship education vis-à-vis the provisos of transformative learning theory in Nigeria’s educational system. Ife Journal of Theory and Research in Education, Ile-Ife, 16(1), 94-111. (Nigeria).
Olatunji, O., Obadiora, A. J., Oyetoro, O. S., & Omonije, A. S. (2015). Assessment of the quality of economics textbooks in Kwara State senior secondary schools. Ife Journal of Theory and Research in Education, Ile-Ife, 16(2), 134-151. (Nigeria).
Oyetoro, O. S., Ajibade, Y. A. & Obadiora, A. J. (2016). The praxis of constructivism in the Nigerian classroom: Beyond the dictates of theory to the realities of practice. Journal of Educational Media and Technology, Ile-Ife, 3, (1), 50-58. (Nigeria).
Oyetoro, O. S. & Oloyede, E. O. (2016). Some accounting textbooks are more acceptable than others: An evaluation of recommended financial accounting textbooks in secondary schools in Southwestern Nigeria. Ife Journal of Humanities and Social Studies, 3 (2), 125-138. (Nigeria).
Oyetoro, O. S. & Oloyede, E. O. (2017). Empirical validation of indices for consideration in the revision of recommended senior school financial accounting textbooks in Southwestern Nigeria. IAFOR Journal of Education, 5(3), 45-63. https://doi.org/10.22492/ije.5.3.02 (Japan).
Oyetoro, O. S., Oyetoro, O. V. & Adegboye, A. C. (2018). Head or tail: Do parents’ socio-economic status influence the performance of entry level senior secondary students in Economics? Journal of Information, Education, Science and Technology, 5 (1), 21-32. (Nigeria).
Oyetoro, O. S., Adesina, B. A. & Salawudeen, M. O. (2018). Considerations on turnover intentions of pre-service teachers in the quest towards achieving sustainable development goals through teacher preparation. Scholedge International Journal of Management and Development 5(12), 132-140. http://dx.doi.org/10.19085/sijmd051201 (India)
Oyetoro, O. S., Odeyemi, T. G. & Adesina, B. A. (2019). Interest and learning approaches as discriminating factors in the performance of senior secondary school students in Economics. Contemporary Educational Researches Journal 9 (1), 1-13. https://doi.org/10.18844/cerj.v9i1 (Cyprus)
Oyetoro, O. S., Adeleke, M. A. & Omoteso, B. A. (2019). Personal variables differentials in the use of strategies to reduce dissonance in supervisors’ feedback among pre-service teachers. Journal of Teaching and Teacher Education 7 (2), 47-56. http://dx.doi.org/10.12785/jtte/070202 (Bahrain, UAE)
Adesina, B. A. & Oyetoro, O. S. (2019). Learning taxonomies’ role in Nigeria’s quest to achieve values re-orientation and social transformation. Ife Journal of Educational Studies 17 (1), 1-15. (Nigeria).
Oyetoro, O. S. (2020). Assessment of learning paths for maximizing teachers’ attitude and efficacy in implementing inclusive education in Ile-Ife, Southwestern Nigeria. European Journal of Sustainable Development Research 4 (2). em0114 http://doi.org/10.29333/ejosdr/6431 (United Kingdom).
Omoteso, B. A., Oyetoro, O. S., & Banjoko, O. E. (2020). The influence of parenting styles on social adjustment problems of fresh undergraduate students of Tai Solarin University of Education, Ijebu-Ode, Nigeria. Sapientia Foundation Journal of Education, Sciences and Gender Studies 2 (3), 285-298. https://www.sfjesgs.com/index.php/SFJESGS (Nigeria).
†Oyetoro, O. S., Adesina, B. A. & Eyebiokin, T. S. (2020). Personal epistemic and learning approaches as predictors of pre-service teachers use of strategies to counter cognitive dissonance from supervisors’ feedback. African Journal of Teacher Education 9 (2), 62-89 http://doi.org/10.21083/ajote.v9i0 (Canada)[.
†Tairu, O. J & Oyetoro, O.S. (2021). Assessment of the quality of Literature-in-English
teachers in senior secondary schools in Osun State. Unilag Journal of Curriculum and Instruction 2 (1), 22-37. (Nigeria).
†Oyetoro, O. S. (2021). That we may not be left behind: Analysis of entrepreneurship education policies and curricula for teacher education in Nigeria. Journal of Employment, Entrepreneurship, and Skills Development (JAEESD). 1 (3),154-176. (Nigeria) .
†Ajibade, Y.A., Adeleke, M. A. & Oyetoro, O. S. (2021). Assessment of the pedagogical training programme for lecturers in Obafemi Awolowo University, Ile-Ife, Nigeria. International Journal of Case Studies, 10 (10), 21-34. https://www.casestudiesjournal.com/Volume%2010%20Issue%2010%20Paper%202.pdf (Canada).
†Oyetoro, O. S. & Kareem, A. S. (2022). Pre-service teachers’ metaphors of the relationship between curriculum and instruction. International Journal of Curriculum and Instruction 14(2), 1392-1418. https://ijci.wcci-international.org/index.php/IJCI/article/view/918 (United States of America)
†Ajibade, Y.A., Adeleke, M. A. & Oyetoro, O. S. (2022). Relevance of the pedagogical training programme for lecturers and its challenges in Obafemi Awolowo University, Ile-Ife, Nigeria. Journal of Curriculum and Instruction 14 (1),60-80. https://jci-ilorin.org.ng/index.php/jci/article/view/93 (Nigeria).
†Oyetoro, O. S. & Kareem, A. O. (2022). For or against neoliberalism: Salience, strike and sensibility in Nigeria’s university system in the post-COVID 19 era. Policy Futures in Education 20 (4), 443-450. DOI: https://doi.org/10.1177/14782103211034333. (United Kingdom).
†Oyetoro, O. S. (2022). Dilemmas and directions in the consideration of differences in teachers and students’ evaluations of recommended financial accounting textbooks. Journal of Education 202(3), 339-348. DOI: https://doi.org/10.1177/0022057420972055. (United States of America).
Manuscripts Submitted for Publication:
Oyetoro, O. S. (2024). An exploration of the nexus among among epistemic beliefs, learning approaches and response to discordant supervisor feedback among pre-service teachers. Ife Social Sciences Review
Papers and Work in Progress:
- The influence of epistemic curiosity and reflective thinking skills on the use of strategies to reduce supervisor-induced cognitive dissonance among pre-service teachers
- Pre-service teachers’ perception of the use of reflective journal and paired teaching in teaching practice