An Evaluation of Public Sector Teacher Education Program in Khyber Pakhtonkhwa
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Date
2012
Journal Title
Journal ISSN
Volume Title
Publisher
Institute of Education and Research, University of Peshawar
Abstract
The purpose of this study was to evaluate the teacher education program in Khyber-Pakhtonkhwa based upon a survey and interview of the directors, principals, teachers and trainees perceptions, so as to identify the effectiveness and expected benefits of the program. The objectives of the study were, to point out perception of the trainees of different programs related to different aspects of teacher education institutes, to compare the perception of elementary and secondary trainee teachers related to different aspects of teacher education institutes and to suggest a ten year action plan for teacher education institutes in Khyber-Pakhtonkhwa. To obtain quantitative and qualitative data in the study, mixed methodology was used which employed a survey questionnaire with 72 items and interview contained 20 items grouped under seven broad categories that is learning aids/technology, curriculum & courses, admissions, teaching & learning, evaluation, research activities and teaching practice. Ten regional institutes for teacher education (RITEs), five each male and female and five institutes of education and research (IERs) Similarly, 50 trainees and OS teachers’ from each institute were also selected randomly. The total sample includes 750 trainees, 75 teachers and 15 principals/ directors. Survey questionnaires received from trainees were 600 with 60 from teachers and 16 from directors and
principals. The data were collected through survey questionnaires from the teachers, trainees’ responses. Interviews from directors and principals focused on the different aspects of teacher training institutes program in Khyber-Pakhtonkhwa. The data gathered through these various sources were triangulated to enhance the quality or the reliability of the data. To analyze quantitative data, statistical procedures were run using SPSS version 16.0. Teachers and trainees perceptions about the teacher education program were analyzed by using descriptive statistics (%, frequency). Secondly, the Kruskal Wallis H test was implemented to examine the difference between different programs trainee teachers and elementary and secondary level respondents. It was also used to examine the difference in the teacher's status and about different aspects of teacher education program. The Mann-Whitney test was used to test the difference of different aspects regarding teacher education program such as gender and between teachers and trainees. As for as qualitative data analysis is concerned, the results from the interview with directors and principals were documented, while taking notes by the researcher. With some adaptation, the analytic approach was used for the analysis ofqualitative data in this study.
It was found that up to 47% trainees and 33% teachers do not have internet facility in their institutes. Nearly 40% ofthe trainees revealed that seminar, work shop and conferences were not carried outin the institutes. Halfofthe teachers and trainees responded that curriculum can not accommodate individual differences and aims can not be achieved through the present curriculum. Most of the 78.5% trainees and 78.3% teachers admitted the fact that faculty members were cooperative. Approximately 61.7% teachers and 47.7% trainees reported that there were hindrances in the teaching learning process. According to 35.3% of trainees 46.7% teachers malpractices were observed in examination. As far as the procedure of the lesson plans is concerned 47.3% trainees and 70.3% teachers admitted that they were out dated and about 70% trainees and teachers responded that lesson plan need modification. It is concluded that there was a difference between different aspects of programs. There was a difference between different aspects ofprograms and different vi levels (ie elementary and secondary) for admission and research activities scales and levels among the respondents with marginal significance for evaluation.
The qualitative data reflect broad consensus that access for every learner to modern technology could be made possible. There is always a strong base for the argument about the need for allocation of budget to education. As reflected by the respondents, curriculum must be equipped with the national and international requirements. The curriculum of all teacher training institutes needs proper modifications. The situation is further compounded bythe fact that manyteachersjoin teaching by chance not by choice. So it is obligatory to conduct aptitude tests before admission. The data reflect broad consensus that trainees need active participation so passive listening on the part of the learner may be avoided. The teacher should take initiative to use the learning aids properly and activate the learner. Most of the participants of this study tend to concentrate upon the use of assessment in different ways and before assessing the learner have to know about the nitty gritty of assessment. The data reflect broad consensus that a teacher may be a good researcher and must be able to tackle classroom problems. There is a need to link research with that all vacant posts in teacher training institutes may be filled, to introduce modern assessment techniques, to strengthen teaching practicum and improve research activities in teacher education institutes. An action plan was launched for further implementation