Evaluating the effectiveness of the teacher preparation programme at the Islamic University in Uganda /
Programme evaluation plays a significant role of ensuring the effectiveness of teacher education programmes. It helps to illuminate the nature and progress of the curriculum in the process of preparing teachers. It also provides valuable information on the effectiveness of a teacher preparation prog...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
Kuala Lumpur :
Institute of Education, International Islamic University Malaysia,
2014
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| Subjects: | |
| Online Access: | http://studentrepo.iium.edu.my/handle/123456789/3799 |
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| Summary: | Programme evaluation plays a significant role of ensuring the effectiveness of teacher education programmes. It helps to illuminate the nature and progress of the curriculum in the process of preparing teachers. It also provides valuable information on the effectiveness of a teacher preparation programme by examining the strengths and weaknesses in the practices of its graduate teachers. Thus, this study evaluated the effectiveness of the Bachelor of Arts Education in preparing secondary school teachers at the Islamic University in Uganda. It specifically focused on three issues; Firstly, the theoretical coverage of four selected aspects of the pedagogical curriculum namely; (i) classroom organisation and management. (ii) lesson structure. (iii) skills and techniques of teaching and (iv) teaching methods. Secondly, the perceived teaching practices of graduate teachers in their secondary school classrooms. Thirdly, the graduate teachers' perceptions of the worth of the Bachelor of Arts Education programme with respect to its pedagogical curriculum; whether to sustain or modify or terminate it. Two hundred and seventeen graduate teachers who had completed the programme in 2007, 2008 and 2009 from the Islamic University in Uganda participated in this study. The study used Stufflebeam's CIPP evaluation model through a mixed method research design of quantitative and qualitative approaches. The data was analysed using MANOVA tests, Pearson product-moment correlation coefficient, descriptive statistics and thematic analysis. The Context evaluation results showed that the programme has not yet fully achieved its goals of producing teachers who can compete favourably in the modern technological society and ever changing work environment. Through Input evaluation, graduate teachers reported that during their preservice preparation, the programme did not cover extensively among others; instructional technology, computer assisted instruction, integrating teaching methods of Prophet Muhammad (p.b.u.h) into the pedagogical curriculum and skills of teaching students with learning disabilities. The Process and Product evaluations found that there was a strong positive relationship between theory of coverage and graduate teachers' practices in all the selected aspects of the pedagogical curriculum. The study found that gender did not have statistically significant effect on practicing aspects of the pedagogical curriculum. Findings from qualitative data analysis showed that 56% of graduate teachers did not use lesson plan in their classrooms because of insufficient time to write it. Overall, they mostly practiced classroom organisation and management more than other aspects. It was found that History teachers organised and managed their classes better than Islamic Religious Education teachers. Using open-ended survey, 73% of graduate teachers suggested that the pedagogical curriculum should be modified with specific focus on; addressing concerns of Uganda National Examination Board goals, traditional methods of teaching and harmonising objectives of scheme of work and lesson plan during school practice. The study recommended; regular programme evaluation, refresher programmes for graduate teachers and competent-based Exit Evaluation Appraisal (EEA) for teacher candidates. |
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| Physical Description: | xiv, 321 leaves : ill. ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 264-287 ). |