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An Investigation of Evaluation Methods of Teaching Practice of Formal and Non-Formal Teacher Education Institutions

Thesis Info

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Author

Younus, Fouzia

Program

PhD

Institute

Northern University

City

Nowshera

Province

KPK

Country

Pakistan

Thesis Completing Year

2016

Thesis Completion Status

Completed

Subject

Education

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/9039/1/Fouzia_Younus_Education_NU_Nowshera_HSR_2017_18.05.2018.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676724495860

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Teaching practice is a major and joint responsibility of teacher education institutions, schools, prospective teachers, supervisors, head of the school and cooperating teachers. This study was aimed to investigate evaluation methods of teaching practice of formal and non-formal teacher education institutions in Pakistan. Major objectives of the study were: to examine the evaluation methods of teaching practice used in formal and non formal teacher education institutions; to compare the evaluation methods of teaching practice implemented in formal and non formal teacher education institutions; to analyze the effectiveness of teaching practice at formal and non formal teacher education institutions; and to find out the problems/weaknesses in evaluation of teaching practice in both formal and non formal teacher education institutions. The population of this research study was (1) all the 2000 teaching practice supervisors both from formal and non formal teacher education institutions of Punjab offering teacher education programmes i.e. B.Ed (Hons) and Masters in Education and (2) All the 4000 prospective teachers have been experienced the teaching practice of both formal and non formal teacher education institutions of Punjab offering teacher education programmes i.e. B.Ed and Masters in Education. University of the Punjab, University of Education and Fatima Jinnah Women University were selected through conveniently random sampling as formal teacher education institutions for the sample of study. AIOU (Allama Iqbal Open University) Islamabad in Pakistan is a non formal institution providing the education to masses through correspondence material. Lahore, Rawalpindi, Multan, Attock regional centers of (Allama Iqbal Open University)were selected as non formal teacher education institutions. Two questionnaires were developed on the basis of related literature for prospective teachers and supervisors to get the responses. The data was collected by administering the validated questionnaires. Four hundred prospective teachers were selected randomly in which 200 prospective teachers from formal universities and 200 were selected xvii from non formal universities. Two hundred supervisors were randomly selected from the sample universities. The problems and weaknesses of evaluation of teaching practice were found out by open ended items in the questionnaires. The data collected was analyzed and interpreted by using percentages and two-way chi-square square techniques to compare the responses of formal and non-formal prospective teachers and teaching practice supervisors. Inferred results were discussed and reported. The major conclusions of the study were that the prospective teachers of both formal and non formal teacher education institutions are not very satisfied with the duration of teaching practice. According to the opinion of majority of respondents it should be more than two months. It was revealed that the Head of the practicing school and cooperating teachers had no role in the evaluation of teaching practice. The respondents of both the systems revealed that rules and regulations regarding teaching practice and evaluation criteria were provided to them before the commencement of teaching practice. Majority of the prospective teachers said that they were being evaluated by the supervisors once or twice in entire teaching practice. Some of the recommendations were (1) there is a need to put in place a continuous system of monitoring and evaluation of teaching practice including observations of prospective teachers for both formal and non-formal teacher education institutions. (2) There must be role of cooperating teacher and head of the practicing schools in evaluation of teaching practice. (3) The time period of teaching practice may be increased. (4) The evaluation of teaching practice may be done both by internal and external evaluators. (5) Self evaluation of prospective teachers may be included in the evaluation of teaching practice
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مولاناسید محمد ہاشم ندوی

مولانا سید محمد ہاشم ندوی
ہمارے لیے تیسرا حادثہ مولانا سید محمد ہاشم ندوی کی وفات کا ہے، وہ ندوہ کے لائق فرزند تھے، جس سال راقم ندوہ میں داخل ہوا ہے ، اسی سال وہ فارغ ہوئے تھے اور حضرت سید صاحب کی سفارش سے اسی زمانہ میں دائرۃ المعارف حیدرآباد میں ملازم ہوگئے تھے، جس سے ریٹائر ہونے تک وابستہ رہے، وہ اس کے اہم رکن تھے، بہت سے کتابیں ان کے اہتمام میں شائع ہوئیں، بعض کی انہوں نے تصحیح بھی کی اور بعض پر مقدمے لکھے، انہوں نے ایک مفید علمی خدمت یہ انجام دی کہ دنیا کے مختلف کتب خانوں میں عربی کی جو اہم اور نادر و نایاب کتابیں ہیں ان کی فن وار فہرست ’’تذکرۃ النوادر‘‘ کے نام سے مرتب کی جو دائرۃ المعارف سے شائع ہوگئی ہے، ملازمت سے سبکدوش ہونے کے بعد حیدرآباد ہی میں متوطن ہوگئے تھے، ان کی صحت عرصہ سے خراب تھی، گذشتہ مہینہ حیدرآباد کے ایک خط سے معلوم ہوا کہ ان کا انتقال ہوگیا، ستر سے کچھ اوپر عمر رہی ہوگی۔ اﷲ تعالیٰ اس خادم علم کی اپنی رحمت و مغفرت سے سرفراز فرمائے۔
(شاہ معین الدین ندوی، جولائی ۱۹۷۱ء)

 

اسلامی ریاست میں داخلی استحکام کے لیے مرکز اور صوبوں کے تعلقات

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Impact of Capacity Building of Teachers of Govt. Boys Primary Schools on Class Room Teaching in District Swat.

The study attempted to find out the impact of capacity building of teachers of Government Primary schools on classroom teaching. The objectives of the study were to find out the strengths and weaknesses of the capacity building initiatives for professional development of teachers of Govt: Boys` Primary Schools in district Swat and to make recommendations for improving the current efforts for capacity building of primary school teachers. Capacity is developed when individuals are motivated to use knowledge, skills and resources in order to enhanced organizational objectives, The population of the study included 841 Headmasters of Government Boys` Primary Schools, 3034 senior teachers and 50535 students. Of those 252 (30%) Headmasters, 910 (30%) Senior Teachers and 15160 (30%) students were randomly selected for sampling reason being that total population of teachers could not be covered. An opinionnaire containing eleven statements was handed over to Head Masters, a questionnaire containing eleven questions were handed over to the teachers who had received training and a checklist for classroom observation of 5th class students of 101 primary schools in district Swat. The relevant literature was reviewed, which provided indicators for development of tools. The data obtained were quantified and described. In order to measure the internal reliability of the opionionnaire, Cronbach’s Alpha Reliability Test was applied for estimating the reliability of the data. The value of Cronbach Alpha was 0.89, which indicated a high level of internal reliability. The Chi-Square Test of Association was also applied for checking the results to show association between the responses of Head Masters and Teachers. It showed that there were no significant differences in the responses of both Head Masters and Teachers. The results revealed that Head Masters could play more effective role for school effectiveness by developing clear vision; providing instructional feedback to teachers; effective monitoring and supervisory mechanism; setting a democratic environment conducive to teaching learning process and involving the stakeholders in decision-making. The results of the study further indicated that school effectiveness owed itself to capable Head Masters, committed staff, non-political intervention, a procedure of incentives and disincentives, positive feedback to teachers and last, but not the least, a continuous instructional supervision to what happened in classroom. The recommendations for improving classroom teaching required continuous on-the-job training, commitment of teachers to the teaching profession and improved pedagogical skills of teachers as well as updating classroom management.