scholarly journals Evaluating English Teacher Education Programs in Indonesian Tertiary Education: A Proposed Model

2018 ◽  
Vol 1 (2) ◽  
pp. 14
Author(s):  
Didin Nuruddin Hidayat
Keyword(s):  
Teacher Education ◽  
Program Evaluation ◽  
Tertiary Education ◽  
Evaluation Model ◽  
Teacher Education Programs ◽  
English Teacher ◽  
Education Programs ◽  
Language Program ◽  
Research Studies

Numerous research studies on language program evaluation in many countries, for instance, Turkey (Uysal, 2012), Taiwan (Chang, 2010), Bangladesh (Rahman, 2007), Saudi Arabia (Liton, 2013) have yielded valuable ideas and insights in improving the quality of language programs. Those research studies have also expanded the plethora of discussion and have tested many ‘untested’ thoughts in the area of language program evaluation. Nonetheless, similar studies have not been researched much far in the Indonesian education context. The present study aims to describe the importance of English teacher education program evaluation. Also, the study aims to explore a suitable evaluation model in evaluating English teacher education programs, particularly in the Indonesian tertiary education context. The findings of the study found Peacock's (2009) model as a potential evaluation model to apply in evaluating English teacher education programs. These are based on at least three following grounds: suitable to the needs and environment of English teacher education in Indonesia, reliable and informative evaluation, and thorough involvement of the inner circle stakeholders. The study concludes that if an evaluation is conducted properly, then it has the potential to improve the quality of English language teachers training programs.

Liminal States of Disorienting Dilemmas: Two Case Studies of English Teacher Candidates

2020 ◽  
Vol 18 (3) ◽  
pp. 231-250
Author(s):  
Matthew L. McConn ◽  
Donna Geetter
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Case Studies ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
English Teacher ◽  
Education Programs ◽  
Theoretical Frameworks ◽  
Beliefs About Teaching

Research has shown that progressive methods taught in teacher education programs have little impact on traditional approaches teacher candidates encounter during their internship semester. To understand how to better address this disconnect with regard to preparing teacher candidates, the study reported here used instrumental case studies to examine two secondary English teacher candidates’ beliefs about teaching literature before, during, and after their student teaching semester. Through theoretical frameworks on learning processes, the researchers discovered discrepancies within the student teachers’ stated beliefs, lesson plans, videos of teaching, and their responses to interview questions. These discrepancies reveal both unexamined assumptions and a state of liminality, reflecting the process of transformation in their learning. The researchers suggest that education programs look at potential implications that are inherent in a state of liminality with regard to pedagogical content knowledge to better prepare teacher candidates for their experience in teacher education programs.

scholarly journals ASSESSING THE EFFECTIVENESS OF TEACHER EDUCATION PROGRAMS: PROSPECTIVE TEACHERS’ PERSPECTIVE

2013 ◽  
Vol 30 (2) ◽  
Author(s):  
Saima Bibi ◽  
Muhammad Saeed
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Education Programs ◽  
Assessment Procedure ◽  
Education Programs ◽  
Use Of Technology ◽  
Significant Difference ◽  
Teacher Training Programs ◽  
The University

Quality enhancement of teacher education programs has been a debatable issue all over the world. The present study was aimed to assess the quality of teacher education programs being offered in a public sector university in Pakistan. Three programs were randomly selected and prospective teachers studying in the final semester were selected as sample of the study. Prospective teachers studying in last semester of teacher training programs were the respondents. Questionnaire, containing 55 statements divided into six factors, was used as data collection tool. Data were analyzed by SPSS version 20. Descriptive statistics showed that the respondents were more satisfied about the selection criteria, effectiveness of teaching strategies used by teachers, behavior modification practices, appropriateness of courses, timely feedback, and teachers’ content knowledge but they were less satisfied with the statements related to availability of multimedia in the classes, sharing of faculty offices, no distortion of external factors, space to conduct activities, cleanliness and neatness of classrooms, and environment helpful for learning. The results of inferential statistics revealed significant difference in mean score of respondents from different programs on the factors of admission criteria, use of technology, assessment procedure, and quality of paper development and marking. It is recommended in the light of results that the university should allocate special budget to improve the quality of infrastructure. Furthermore, availability of technology and its proper use should be ensured by the university administratio

scholarly journals IMPACT OF ACCREDITATION OF TEACHER EDUCATION PROGRAMS IN PAKISTAN ON PROSPECTIVE TEACHERS`LEARNING; A COMPARATIVE STUDY

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Tasneem Saifuddin
Keyword(s):  
Teacher Education ◽  
Comparative Analysis ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Quality Criteria ◽  
Accreditation Process ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

The world is recently moving towards quality criteria in every field. For this Accreditation process has been introduced in every Discipline, Institute and Program to maintain the standards of quality. Accreditation refers to the authenticity and fairness in achieving the benchmarks of standards of program, a course, a module or an Institution. (Harvey, 2004). Accreditation provides certainty that the course or program will meet the demands and requirements of the quality standards. In order to produce trained professionals’ quality in higher education is required and Accreditation process will provide the Quality Assurance. As the teachers are the roots of every profession, therefore the Accreditation Process is also introduced in the field of teacher Education Program to maintain and improve the quality of Teacher Education Programs. When talking in context of Pakistan, there is always an issue regarding in quality of Education in Pakistan. In order to meet this demand NACTE (National Accreditation Council for Teacher Education) is established so that the quality criteria can be achieved through the process of Accreditation of different Teacher Education Programs in Pakistan. (Shakoor, & Farrukh, 2016). The programs or courses having NACTE Accredited certificate can be accepted globally and thus can serves as a basis of good professional start. The present study aims to find out the comparative analysis of the impacts of NACTE Accredited and Non-Accredited Teacher Education Programs on student's Achievement. The study is conducted on students of B. Ed honors studying in different institutions in Karachi. To carry out comparative analysis MGA (Multigroup Analysis) is carried out on Smart PLS: 3. The analysis done revealed high ‘values of Accredited groups as compared to nonAccredited groups, concluding that there are significant differences in the impact of two types of programs; Accredited and Non-Accredited teacher Education Programs on student teacher`s achievement. The results declared that Accredited Programs

TUGAS DAN TANTANGAN GURU: MEMBANGUN KUALITAS GURU MENUJU PENGEMBANGAN PENDIDIKAN BERMUTU

EDUKASI ◽  
2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Masayu Gay
Keyword(s):  
Teacher Education ◽  
Interpersonal Communication ◽  
Learning Process ◽  
Quality Of Education ◽  
Teacher Education Programs ◽  
Main Task ◽  
Education Programs ◽  
Design Elements ◽  
Context Of Learning

The teacher responsible for realizing quality of education. Quality of education can be realized, when the teacher is always in synergy with the tasks development of quality of education in the form of design elements in developing education programs in the form of (1) the content of teacher education; (2) the learning process; (3) the context of learning, which is based on the essentials of teacher education programs. In addition, teachers are required to optimize its main task as a teacher of teachers and build capabilities, which include: content knowledge that is taught; conceptualization level; the ability of teachers in implementing the learning process; last interpersonal communication capability. Capabilities associated with the business knowing yourself and attempt to build responsibility to the environment, and realized the teacher as researcher on classroom action research. This research aims give way to the teachers to develop quality in order to develop quality of education.Key words: Quality of teachers, development, quality of education 

scholarly journals Development of Quality Oriented Model for Restructuring of Pre-service Teacher Education Programs

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Wajiha Kanwal ◽  
Iffat Basit ◽  
Qurat ul Ain
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Bachelor Of Education ◽  
Assessment Techniques ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This study was premeditated to develop quality oriented model for restructuring of existing pre-service teacher education programs. Population of the study was comprised of all teacher educators and prospective teachers of teacher education institutions of Punjab and Islamabad, Pakistan. Stratified random sampling technique was used to select sample of 300 teacher educators and 890 prospective teachers from 30 institutions. Two research questionnaires were used for data collection. Results revealed that prospective teachers enrolled in Bachelor of Education (Honors) were dissatisfied with the institutional environment, practical work, assessment techniques and features of teacher education. Whereas prospective teachers enrolled in Bachelor of Education one year program showed dissatisfaction with program duration. that teacher Educators teaching at Bachelor of Education (Honors) expressed dissatisfaction about physical resources, teachers’ competencies, teaching strategies, assessment techniques, professional skills, appreciative features of programs and institutional efforts to raise quality of the programs. Prospective teachers and teacher educators associated with both programs somewhat expressed similar opinions regarding quality of the programs.  It is, therefore, recommended that teacher education institutions may improve the quality of both programs keeping in view quality related concerns of the teacher educators and prospective teachers.

scholarly journals The Role of Attention in Teacher Education: A Factor in the Quality of European Schooling

2021 ◽  
Vol 7 (1) ◽  
pp. 33-50
Author(s):  
Hanna Komorowska
Keyword(s):  
Teacher Education ◽  
International Institutions ◽  
Organizational Factors ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
European School ◽  
Verbal Strategies

The text is an article of reflection aiming to examine causes of disproportions between the amount of effort undertaken by leading international institutions in the field of education and the quality of European school systems measured by the attainment of curricular goals. As worrying trends have been observed mainly at the classroom level, psychological rather than organizational factors need to be examined. It is hypothesized that current didactic problems should be explained by attention rather than motivation deficits. The paper, therefore, analyzes various types and aspects of attention, tendencies to misdirect it as well as ways of building and maintaining attention in order to counteract distraction, boredom and overstimulation of both teachers and learners. Suggestions are also formulated for pre- and in-service teacher education programs which are postulated to give more emphasis to the role of attention as well as to provide a toolkit of verbal and non-verbal strategies which may help language teachers to elicit and sustain learners’ attention without departing from the lesson scenario.  

scholarly journals The IMPACT OF ACCREDITATION ON THE IMPROVEMENT OF TEACHER EDUCATION PROGRAMS/INSTITUTIONS IN PAKISTAN

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Uzma Perveen ◽  
Muhammad Idris Idris ◽  
Amir Zaman Zaman
Keyword(s):  
Teacher Education ◽  
Teacher Education Program ◽  
Program Improvement ◽  
Accreditation Process ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Program Accreditation ◽  
External Evaluators ◽  
The Impact

The role of the education in the development of any country is very well accepted .In fact it is the only solution to socioeconomic, regional/geographical issues of any nation. Education and its quality are directly related to the quality of instruction by teacher in classroom. In-fact no system of education is better than its teacher. In Pakistan’s case serious and consistent efforts are needed to improve the quality of teachers on the priority bases. Because the qualitative dimension of teacher education programs have resulted in mass production of teachers with shallow understanding of content and methodology. In Pakistan accreditation system has been introduced to accredit teacher education programs and initiatives are been taking to initiate registration, licensing and certification process of teachers. The accreditation of teacher education programs has been declared mandatory by HEC. All the institutions offering any graduate level teacher education programs are required to get the accreditation of their programs.   The purpose of initiating the accreditation process for Teacher Education was to ensure and improve the quality of teacher education, programs and institutions. Formal accreditation is being has been conducted since 2010-2011. The NACTE has accredited around 450 programs of more than 180 public and private sector teacher education institutions by 2019, which includes colleges and universities offering teacher education all over Pakistan. It was descriptive in nature, which focused on providing an accurate description of the impact of teacher education programs and institutions. This method was preferred as the study primarily sought to describe and understand the stakeholder’s response of the impact of accreditation on institution and program improvement, rather than determining any cause-and-effect relationship. The criteria for sample selection were based on the participation of the concerned faculty, HOD and external evaluators in the accreditation process of the programs offered by the institutions. Five point Likert scale was developed to collect data from the stakeholders HOD, Teacher Educators and External Evaluators. The use of mean, SD provided the basis for calculation, application and interpretation of t-test and ANOVA. Majority of participants said that accreditation process have high impact on improvement of teacher education programs. It is important question to participants about Program Accreditation whether it helped to improve teacher education program while some participants said that program accreditation sensitized the accountability of staff, administration and students. In conclusion, a number of important implications at both national and institutional levels for more effective accreditation are identified.

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