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|Title: ||EVALUATION OF THE TEACHING SKILL OF PEDAGOGICAL COURSE INSTRUCTORS IN SOME SELECTED , TEACHER TRAINING INSTITUTES OF ETHIOPIA|
|Authors: ||GETACHEW, GEBREYESUS|
|Advisors: ||Dr. Abebe Bekele|
|Keywords: ||EVALUATION OF THE TEACHING SKILL|
|Copyright: ||Jun-1992 |
|Date Added: ||24-Nov-2012 |
|Abstract: ||The purpose of this study waS two fold. First, it
attempted to appraise the classroom teaching skill of the
instructors of professional courses (Pedagogics and
Psychology) in Harar and Debrebirhan Teacher Training
Institutes. Secondly, it examined the implications of
factors; such as skill training experience (both at
preservice and inservice levels) to the instructors- present
classroom performance. Moreover, it investigated as to
whether or not contextual factors - classroom condition,
size of trainees, teaching load and years of teaching
experience have bearing upon the instructional performance
of the teachers.
Two complementary forma ts (Preliminary assessement and
Final evaluation) were employed to appraise the instructional
performance of each instructor in two different sessions.
~ollowing the appraisal, questionnaire and document
analYses were used to obtain information pertaining to the
factors expected to have bearing upon the evaluative results.
The findings related to the appraisal showed that
greater number of the instructors (51.25%) were ranked less
adequate in view of the majority of the criterion variables
in the final-evaluation format. 24.25% of them were judged
average, while the remaining 24.50% were found more adequate.
In connection with thiS, the skill training programmes
~hich the instructors have experienced both at p~eservice
and iriservice levels were found inadeQuate and identified
as major factors which have worked along with the
instructors' teaching skill •
• In contrast, the contextv2l factors were found to have
little impact upon the instructors performance, and were
taken to have little effect upon the evaluative results.
Finally, the practical implications of the findings to
the practices of teacher education programmes both at
college and T.T.I levels were discussed.|
|Appears in:||Thesis - Educational Research & Development |
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