English Language Teaching (ELT) Program Evaluation of Teacher Training Institutes (TTIs) with Reference to Assela Teacher Training Institute
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Date
2001-06
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Addis Ababa University
Abstract
Program evaluations enable to identify areas of strength that need reinforcement
and weaknesses that indicate directions for the timely correction to be taken before
they are too late. To this end, this paper attempts to evaluate English language
teaching program of teacher training institutes (TTIs) with reference to Assela TTl.
Three basic evaluation questions - whether or not the trainees have adequate
program and whether the program brings about the required professional
development - were raised in this study. In this process, the discussion 'of the
recommended training model, the Reflective Model, in relation to the other models
revealed that radical and important changes have taken place. Survey of the
training materials, the Practical English Teaching course books volumes 1 and 2, the
Methodology and Language practice manuals, revealed that the materials
incorporate important components meant for the desired professional development.
Furthermore, the evaluation pursued the Objective and Illuminative models from
the various options so as to conduct as comprehensive evaluation as possible. In
this process, a valid and reliable test was designed and given to 230 trainees.
Classroom observations of the four ELT trainers of the institute, at least five periods
each of the three trainers and three of the one, 12 micro-teachings of student
teachers and 20 classes of 10 student teachers were made. Teacher educator's
questionnaire was also utilized.
The achievements of the trainees test indicated that the English language
proficiency of 48% of the subjects is below the required standard that is obtained
from the performance of the testees. Similarly 66% of the micro-teaching and 50%
of the teaching practice observations revealed that the appropriate use of English in
the teaching - learning process is below adequate. The feedback of all the trainers
also confirmed that the trainees lack the required English language proficiency,Concerning the required professional development, the facilitating role of the
teacher was 50% and 45% below adequate in the micro-teaching and the teaching
practice, respectively. Since 70% of the teaching practice and 100% of the micro teaching
were also not planned, the skill of planning is also at risk. Likewise, 42% of
the micro-teaching and 40% of the teaching practice revealed that the questioning
techniques were below adequate.
Regarding evaluations, although the tra inees evaluate the teaching-learning process
of the micro-teaching and teaching practice adequateiy and aimost adequateiy, the
trainees are evaluated neither by their fellow trainees nor the cooperative teacher
during teaching practice. The evaluation of the ELT trainer is also not adequate.
Therefore, inclusion of more language courses, considerations that should be made
with regard to the selection criteria, increasing duration of training, providing more
practice opportunities, creating context for reflections, arranging tutorial classes and
orientations to some concepts such as evaluation, reflection and teacher
development are recommended.
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Keywords
English Language Teaching, ELT, Program Evaluation