Evaluation of the 'class-teacher' pre-service teacher education programme at the University of Jordan.
This is a formative evaluation study of the "Class-Teacher" pre-service teacher
education programme at the University of Jordan. The aim was to identify and
evaluate the programme as perceived by the programme's participants.
The choice of the topic was inspired by the researcher's perception that there were
negative faculty and students' attitudes toward the programme. The programme's
evaluation was intended to be responsive to its participants' needs and concerns. It
was also planned and implemented within the interpretive paradigm of research.
Stake's countenance model of evaluation was used mainly to guide the process of data
collection. Both qualitative and quantitative methods of data collection including
questionnaires, formal and informal interviews and document analysis were used.
The fieldwork took place in two different contexts, the university where the
theoretical (on-campus) part of the programme has been implemented and the cooperating
schools where the student's teaching practice took place. The target groups
were student teachers, university faculty members and supervisors, co-operating
teachers and headteachers at the co-operating schools.
The findings of the study indicate that there is a lack of clarity regarding the
objectives of the programme among the majority of its participants. Concerning the
programme's curriculum, the findings show that the student teachers welcome the
variety of its content. However, the students criticised certain aspects of the
programme's content, particularly the professional sequence, of lack of relevance to
the school curriculum and therefore to their needs as student teachers. The findings
also show that there is a need to increase the weight of the school-based component of
the programme since there is a perceived lack of balance in the content. Although
there is a perceived lack of communication between The University and the cooperating
schools that has an effect on the training process, student teachers seem
most satisfied with their school-based training.
The final chapter further discusses the above as well as many other main findings,
reports the problems raised and posits a set of recommendations intended to resolve
the identified problems.