Effectiveness of Teacher Education Programs Offered through Annual and Semester Systems

Abstract

In 2009, Government of Pakistan formulated National Professional Standards for Teachers (NPST), to devise a mechanism for accreditation of teacher education institutions and programs. The achievement of these NPST is assumed as the reliable parameter for exploring the effectiveness of any teacher education program. This study addresses the effectiveness of Bachelor of Education (B.Ed) program offered through annual and semester system at University of Education (UE) Lahore, focusing on three (3) selected NPST (2009) Pakistan i.e Instructional Planning and Strategies, Learning Environment and Assessment. The study is of quantitative nature, which comprised of three (3) phases. The first phase was a content analysis of the scheme of studies of B.Ed program offered through annual and semester systems. In the second phase, data was collected through four (4) questionnaires and from 348 prospective teachers (who have completed their course work of teacher education program) and 60 teachers (teacher educators). Finally, the third phase was carried out through the observation of 36 graduate teachers (who have already graduated through annual or semester system and are presently working as teachers in the schools) against checklist. The study concluded that except the modes of assessment, there is no difference in scheme of studies, entry requirements, teaching strategies, medium of instruction and the duration of B.Ed program offered through annual and semester systems. Moreover, v the prospective teachers showed their inclination towards the annual system and rated it effective for the offering of teacher education program under study. While the teachers (teacher educators and graduate teachers) considered that semester system is more effective for offering the teacher education program.