Appraisal of Teaching Effectiveness of The Prospective Teachers of Arba Minch Teachers• Training Institute (With Particular Reference To Amharic And English)
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Date
2004-06
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Addis Ababauniversity
Abstract
The purp se of this tudy i to appraise the extent which would - be teacher teach in the teaching
practice effectively \\'hen Cell in the light of the fi\'e key behaviors. i,e" lesson clarity,
in tructional variety. teachers ta k orientati n and engagement in the learning process and student
ucce s rat , To thi end. two data gathering instruments (observation scales and que tionnaire)
weI' employed. while three Amharic and five English teachers teaching and one hundred sixty
eight tudent-teacher iQ training \vere used as the subjects of the study, Percentage was employed
to analyze the data,
Finding made clear that the behaviors of clarity such as informing learners about the ksson
objective and pro iding them \\'ith an ad\'ance organizer are not performed properly, The beha\'iors
of c1arit such a checking for task-relevant prior learning at begirming of the les on. gi\'ing
directi\'es slowly and distinctly. etc, are performed in a medium level by teachers and \\'ould-be
teachers, Would-be teachers perform the behavior that is knowing ability levels and teaching at
slightly abO\ e learners' current level of functioning in a low marmer.
\\ ith r gard to variety. some of its beha\'iors such as showing enthusiasm and animation through
variation in eye contact voice and gesture . etc,. are better done, Wherea the beha\'iors such as
using attention-gaining de ices, using a mix of rewards and reinforcers. u ing various types of
questions and using various mode of presentation are badly done,
Regarding task orientation. behaviors such as de\'eloping unit and lesson plans and teaching in
accordance v,ith text and curriculum guide. etc,. are performed in a medium level. \\'h reas the
behaviors such as selecting the most appropriate instructional method for the objecti\' s being
taught and establishing schedule in which major classroom acti\'ities begin and end \\'ith clearly
\'isible events are performed in a 10\\ manner by would-be teachers,
:\s regards engagement. the behaviors such as providing for guided practic . pro\'iding c rrcctives
for guided practic in a non- e\'aluative atmosphere, u ing meaningful \'erbal praise are not bener
done, Amharic and English teachers better do the behavior that is using group and indi\'idual
activities as motivational aids when necessary, \\'hereas it i done in low I vel by \\ ould-b
teachers of Amharic and English, On the other hand. the behavior that is monitoring at\\' rk by
circulating and frequently checking progress is performed by a medium level.
Concerning modcrate-to-high success rate, beba\'i r sucb a e tablishing unit and k on
organization that reflects task-relevant prior learnino ' etc .. are performed in a medium Ie\' I.
Whereas the behaviors such as administering COlT cti\'e immediately after initial re pOll ' e and
establishing momentum arc badly done,
Finally. giving due emphasi to organizing a series f eminars /workshops to familiariz and to
refresh the language teachers of TTl in particular and the staff in general v ith modern principks,
theories and m thods of teaching by im'iting resource per ons \\'ith diflerent fields or
specialization. and arranging continuous hort-term in- ervice education for tcacher ' r \\ LHtld-bt.:
teachers in particular and for fir t cycle primary chool teach I' in gcneral art: the major
recornm ndations in order to improve t aching ef~ cti\'cncss
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Keywords
ProspectiveTeachers