I= NEED ASSESSMENT AND DESIGNING A MODEL FOR PROFESSIONAL DEVELOPMENT OF COLLEGE TEACHERS IN PAKISTAN
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Title of Thesis
NEED ASSESSMENT AND DESIGNING A MODEL FOR PROFESSIONAL DEVELOPMENT OF COLLEGE TEACHERS IN PAKISTAN

Author(s)
Naveed Sultana
Institute/University/Department Details
Institute of Education and Research/University of Arid Agriculture Rawalpindi
Session
2004
Subject
Education
Number of Pages
248
Keywords (Extracted from title, table of contents and abstract of thesis)
college teachers, education system, instructional improvement program, curriculum revision project, college restructuring design, professional development, teacher education

Abstract
At all levels of education today, the need of professional development is considered the essential for successful education system. Every successful instructional improvement program, curriculum revision project, college restructuring design or systematic reform initiative has at its center, the provision of high quality professional development. The central question is ‚€œHow do we determine the effectiveness of model designed to enhance the professional knowledge and skills of teachers so that they might, improve the learning of students?‚€Ě So the quality of education is attached to the professional development of teachers. All levels were significant but in the context of this study higher level of education particularly degree colleges were considered as terminal point of those students who were studying in those colleges. Many modern educational reforms require teachers at higher level to change their role and accept new responsibilities. For this purpose professional development was necessary for college teachers to enable them to perform successfully. Keeping in view the required reforms in education at college level such as (a) improving teaching learning process (b) improving research activities (c) enhancing and developing new knowledge (d) understanding innovative techniques of professional development. Following were the main objectives of this study (a) to examine the different training programmes, which were already being run for professional development of college teachers in Pakistan. (b) to analyze the institutional policies and projects for professional development of college teachers (c) to examine the principal‚€™s attitude and encouragement for professional development of his teachers (d) to examine the student‚€™s opinions about the professional development of their teachers (e) to analyze the competencies of the college teachers (f) to evaluate the skills -cognitive, affective and psychomotor for teaching purposes (g) to develop a model of professional development for improving the teacher‚€™s performance and knowledge at college level in Pakistan. Present study dealt with the existing situational analysis of teachers working in degree colleges in Pakistan. So the nature of this study was survey/descriptive type. Population of this study consisted of the following categories (1) Principals of degree colleges in Pakistan (2) All the teachers working in degree colleges (3) Students studying in these colleges. Total male degree colleges are 231 and female 163 making the total degree colleges 394 in Pakistan.

For choosing the sample from this population cluster sampling technique was used. The sample consisted of 30 male and 30 female degree colleges. Questionnaires and observation schedule were used as research instrument for collection of data. From each college the Principal, five-teachers and twenty students were included in the sample of the study. Thirty teachers from local ten colleges were observed by the researcher while they were delivering lessons in their classroom. Data collected were tabulated, analyzed and interpreted by using chi-square as statistical tool.

The main conclusions drawn from the analysis of the data were as:- (1) Training for professional development of teaches was considered necessary (II) Teachers did not use examples, illustrations and visuals to clarify their lessons (III) Teachers did not use motivation techniques and attention gaining devices in classrooms (IV) Teachers did not use instructional Technology and modern teaching methods to enhance learning. (V) Teachers were not aware of educational objectives mentioned in education policies and curriculum documents. (VI) College Teachers did not focus their attention on character building and thinking and critical skills of the students (VII) Teachers did not use different evaluation techniques.

The main recommendations of the study were as follows: (1) curriculum should be revised by eliminating deficiencies of textbooks, guidebooks and equipment. (II) Teachers should be trained in evaluation and measurement techniques. (III) Teachers should be prepared for performing different roles. (IV) Action researches should be encouraged in classes (V) National council for professional teaching standards should be established (VI) AIOU should start in-service training of college teachers. (VII) Training for professional development should include print, audio, video media, computer skills and face-to-face teaching

Download Full Thesis
3842.78 KB
S. No. Chapter Title of the Chapters Page Size (KB)
1 0 Contents
424.58 KB
2 1 Introduction 1
133.65 KB
3 2 Review Of Literature 7
1502.63 KB
  2.1 Concept Of Need Assessment Of Professional Development 7
  2.2 Evaluating Professional Growth And Development 11
  2.3 Role Of College Teacher 24
  2.4 Professional Development Of Teachers 28
  2.5 The Aims Of Professional Education 37
  2.6 Professional Development Of College Teachers 39
  2.7 Standards For Required Professional Development 46
  2.8 Approaches Of In-Service Training 52
  2.9 Strategies Of On-The-Job Training For College Teachers 55
  2.10 Models Of Teacher Education 66
  2.10 Teacher Education In Pakistan -Policies And Plans 75
4 3 Research Methodology 79
50.82 KB
  3.1 Population 79
  3.2 Sample 79
  3.3 Research Instruments 80
  3.4 Data Collection 81
  3.5 Data Analysis 81
5 4 Results And Discussion 83
2041.88 KB
  4.1 Summary 192
  4.2 Conclusions 193
  4.3 Recommendations 196
  4.4 Proposed Model For Professional Development Of College Teachers 199
  4.5 Literature Cited 207
  4.6 Annexures 215-248