An Evaluation of the Effectiveness of Teacher Preparation Programmes in Khyber Pakhtunkhwa Province, Pakistan

Authors

  • Iqbal Ahmad Department of Education, University of Malakand, Pakistan
  • Alam Zeb Department of Management Studies University of Malakand, Pakistan
  • Shafiq ur Rehman Department of Management Studies University of Malakand, Pakistan
  • Shabir Ahmad Department of Management Studies University of Malakand, Pakistan
  • Wajid Khan Department of Management Studies University of Malakand, Pakistan
  • Khalil Ahmad PhD Scholar, University of Education, Lahore
  • Abdul Ghani PhD Scholar, University of Education, Lahore

DOI:

https://doi.org/10.18533/ijbsr.v2i7.124

Keywords:

Teacher preparation program, effectiveness, prospective teachers, pedagogical skills

Abstract

This study examines the effectiveness of Teacher Preparation Programs conducted through Regional Institutes of Teacher Education (RITEs) in Khyber Pakhtunkhwa, Pakistan. For the purpose of data collection the researcher developed close-ended questionnaire and administered to teacher educators working as permanent faculties in the RITEs. A sample of 100 teacher educators of RITEs was randomly selected from 10 Regional Institutions of Teacher Education (RITES). Data were collected, tabulated, analyzed and presented in simple percentages. Findings of the study showed that the teacher preparation programs conducted through RITEs were found useful in developing pedagogical skills of prospective teachers. This study found the following remarkable results.

 

The trainee teachers were able to communicate easily and clearly in classroom situations. The prospective teachers could make lessons plans and implement it successfully. The teacher preparation program has developed classroom management skills of the prospective teachers. The teachers could use different strategies in their classrooms for student’s learning evaluations. The teachers were more confident to share their experiences with other teachers. However, a unique finding of the study is that the teacher preparation program has failed to develop research skills of the teachers. It was found that the trained teachers did not know how to conduct research in their contexts on various issues of teaching and learning. Therefore on the basis of this study it is recommended that a strong component of research project should be incorporated in the curriculum of the teacher preparation program of RITEs to enable the prospective teachers to conduct research on different issues of teaching and learning.

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Issue

Vol. 2 No. 7 (2012): December

Section

Article

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