This article examines methodological issues associated with qualitative and quantitative research. In doing this, I briefly begin by outlining the philosophical and conceptual framework that informed the two research methodologies and discusses how ontological and epistemological issues were translated in to specific methodological strategies and influence researchers methodological decision. My purpose in writing this article is not to promote one methodology over the other rather to describe and reflect on the differences between the two research methodologies from Ontological, Epistemological and Methodological Perspectives and how they will be selected for research.

Teacher education programs are designed to develop professionals who are prepared to meet the challenges of the 21st century classrooms and workplace. To this end, the teacher education program must aim to develop the knowledge, skills and attributes of pre-service teachers to prepare them to teach effectively in the schools systems. It is, therefore, argued that the academic program of the teacher education should be coupled with an important and integral component called school-based experiences i.e. practicum which provides students with supervised experiences and help the student teachers to understand the full scope of teachers role. Many have also suggested that these experiences are very powerful in shaping pre-service teachers as they are real in contrast to the artificial environment of the tertiary education courses. Hence, the purpose of this paper is to address the need of and justification for school based practicum experience. Attempt was also made to show the current debates and future direction of practicum in teacher education.

The purpose of this study was to examine the pre-service teachers' perspectives of practicum experience as a tool of learning to teach by using qualitative research methods. Data were collected through interview from twenty four purposively selected information rich participants' ranging in diversity. The data were analyzed thematically by using verbatim quotes. The findings indicated that the participants perceived practicum as an important tool of learning to teach because it promoted the development of teaching experience and prepared them for the real world of work. The analysis revealed that theory practice connection, competency and confidence development and socialization as a successful experience of the practicum program and inadequate budget, assessment centered experience, inadequate support and secondary school student misbehavior as the most stressful experience of student teacher practicum experience.Finally, the finding indicated that provision of adequate fund, close supervision of the program, building strong partnership with the schools are what the participant thought could be improved and given due attention. The need to provide adequate support, rethinking assessment mechanism, provision of adequate fund, strengthening university-school partnership and close supervision are, thus, found to be the dimensions identified as points that need interventions.

It is beyond the shadow of doubt that the environment is endangering the very survival of the human being and the living thing in general by showing its various manifestation and adverse facets in the form of extremity of climatic condition and others because of our (human) action to the environment. In response to this, there is a growing body of literature which argues that the problem should be approached with education. Therefore, this review paper describes briefly the environmental problem, sustainable development and the role that education play in combating the environmental problem by linking education with sustainable development.

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