Evaluating the Effectiveness of the High Diploma in Teacher Education Program at the University of Jordan as Perceived by EFL Student–Teachers
DOI:
https://doi.org/10.17507/tpls.1501.08Keywords:
evaluation, High Diploma in Teacher Education Program, teachers’ standards, EFL Student-TeacherAbstract
This study aimed to evaluate the effectiveness of the High Diploma in Teacher Education Program at the University of Jordan as Perceived by EFL Student-Teachers, and to investigate statistically significant differences (α = 0.05) in the EFL student-teachers’ estimations of the program’s effectiveness due to their gender. The sample of this study consisted of 46 EFL student-teachers registered in the High Diploma in Teacher Education Program at the University of Jordan, during the academic year 2022-2023. The total number of EFL student-teachers consisted of 54 students distributed to two sections. The sample was purposefully chosen upon availability from the two EFL student-teacher sections which consisted of 36 female student-teachers and represented 78% of the sample, and 10 male student-teachers which represented 22% of the chosen sample. To achieve the aims of the study, a 37 Likert item survey was distributed on three main domains of teachers’ standards and was applied to the sample of the study. The results of the study showed that the effectiveness of the High Diploma in Teacher Education program at the University of Jordan on the overall and separate scale was high; standard 3 (Professional Ethics) ranked first, then standard 2 (Professional Practice) ranked second. Finally, standard 1 (Professional Knowledge) ranked third. On the other hand, the results of the study showed that there were statistically significant differences (α= 0.05) in the EFL student-teachers’ estimations of the program effectiveness due to their gender in favor of female student-teachers.
References
Abie, A. (2019). Post Graduate Diploma in Teaching (PGDT) Pre-service Teacher Development Policy Reform Initiative: Its Practices, Outcomes, and Challenges in Bahir Dar University (BDU). Cogent Education, 6(1), 1696503. Available at https://doi.org/10.1080/2331186X.2019.1696503
ALSaleem, B. (2011). The Status of EFL Teacher Education in Jordan. AWEJ, 2(2), ISSN: 2229-9327, 186-208.
Blatchford, R. (2017). The Teachers’ Standards in the Classroom (3rd ed.). SAGE.
Canaan, A. (2007, April). Vision for the Preparation of Teachers and Rehabilitation in Accordance with the Requirements of Quality Systems as an Essential Step to School Reform. Paper presented at the Conference of School Reform: Challenges and Ambitions, Dubai, April 17-19.
Fawzi, H., & Elmahdi, I. (2019). Pre-service Teachers’ Perception of Readiness to Teach in Light of Teachers’ Standards. American Journal of Educational Research, 7(4), 304-308. Retrieved April, 4 2019 from http://pubs.sciepub.com/education/7/4/1
Feiman-Nemser, S. (2001). From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching. Teachers College Record, 103(6), 1013–1055. Retrieved December, 6 2001 from https://www.brandeis.edu/mandel/questcase/Documents/Readings/Feiman_Nemser.pdf
Goe, L., & Stickler, L. (2008). Teacher quality and student achievement: Making the most of recent research. Washington, DC: National Comprehensive Center for Teacher Quality. [Online]. Available at https://files.eric.ed.gov/fulltext/ED520769.pdf [Accessed Dec. 16, 2018] Publication Ltd.
Guskey, T. (1995). Professional development in education: In search of the optimal mix. In T. Guskey and M. Huberman (Eds.), Professional Development in Education: New Paradigms and Practices. New York: Teacher College, Columbia University.
Guskey, T., & Huberman, M. (1997). Professional Development in Education: New Paradigms and Practices. New York: Teachers College, Columbia University.
Jordan, W., Kuriloff, P., Sutherland, D., Ponnock, A., Hoffman, B. (2018). Teacher Preparation and Quality, The Role of Pre-Service Experience and School Context in Urban Classrooms. Temple University.
Khan, S. H., & Saeed, M. (2009). Effectiveness of Pre-service Teacher Education Programme (B. Ed) In Pakistan: Perceptions of Graduates and Supervisors. Bulletin of Education and Research, 31(1), 83-98.
Köksal, N., & Çöğmen, S. (2013). Pre-service teachers as lifelong learners: University facilities for promoting their professional development. Eğitim Araştırmaları– Eurasian Journal of Educational Research, 53, 21-40.
Ministry of Education. (2020). National Standards for Teachers. Amman, Jordan.
National Council for Accreditation of Teacher Education (NCATE). (2008). Professional Standards for the Accreditation of Teacher Preparation Institutions. Washington. Retrieved February 2008 from http://caepnet.org/~/media/Files/caep/accreditation-resources/ncate-standards-2008.pdf?la=en
Nawafleh, W., & Najadat, A. (2014). Evaluating the Effectiveness of the Elementary Teacher Education Program at Yarmouk University in Light of the National Standards of Teacher’s Professional Development as Perceived by Students. Al-Najah University Journal, 28(2), 358-396.
Queen Rania Teacher Academy. (2020). Teachers’ Standards. Amman, Jordan.
Taskin, C. (2006). Student-teachers in the classroom: Their perceptions of teaching practice. Educational Studies, 32(4), 387-398.
Townsend, T., & Bates, R. (2007). Handbook of Teacher Education: Globalization, Standards, and Professionalism in Times of Change. Dordrecht, The Netherlands: Springer.
Wondem, D. (2022). Higher diploma program: A centrally initiated and successfully institutionalized professional development program for teachers in Ethiopian public universities. Cogent Education, 9(1). Retrieved February,7,2022 from https://www.tandfonline.com/doi/full/10.1080/2331186X.2022.2034243.
