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This study aimed at assessing the general teaching competencies of graduates of colleges of basic education in light of modern trends in the field. This included diagnosing factors that may affect trainee-teachers ability to acquire teaching competencies and identifying the causes behind poor acquisition of such competencies. The study presented recommendations and proposals for promotion and development of performance within the Program of Basic-School Teacher Qualification in universities.
The study applied the descriptive - method; using three tools to gather data. Prepared by the researcher, these tools included a Performance Observation Card (assessing performance of trainee-teachers' sample) that covers 49 items of general teaching competencies. A questionnaire was also used to explore the views of graduates on the Program of Basic-School Teacher Qualification in universities, and the role which the Program plays in helping them acquire general teaching competencies. The study also used the interview as a tool. Interviews were conducted with heads of departments in charge of professional qualification of trainee teachers. The sample, elected from amongst the study community following the random-class sampling method, consisted of 126 graduates of the Program of Basic School Teacher Qualification at three universities: the University of Khartoum, Omdurman Islamic University and the University of Kordofan, picking 42 graduates from each. Their teaching performance was observed and the questionnaire was used in basic education schools in the states of Khartoum and Kordofan.
To verify credibility and consistency of study tools, analyse data and ascertain the statistical significance of the differences between groups, the study employed a number of statistical methods such as the coefficient of relation, the T-test, the analysis of difference an the Tioki test.
The following are the major findings of the study:
1. Poor acquisition of teaching competencies by graduates of colleges of basic education. The degree to which they appear to acquire the 49 competencies as follows:
a. They score 'GOOD' in 9 competencies (18.4%).
b. They score 'GOOD' in 9 competencies (18.4%).
c. They score 'PASS' in 18 competencies (36.7%).
d. They all lack one competency (2%).
2. There are no statistically significant differences between the graduates, in relation to the degree of mastery of general teaching competencies (except for the competency of using teaching aids), the variable of grades obtained at secondary school certificate examinations, their pre-college teaching experience and grades obtained when graduating from university.
3. There are statistically significant differences between the graduates, in relation to their command of general teaching competencies (except for two competencies: use of teaching aids and class interaction and management) which are attributable to the variable of university name.
4. The degree of acquisition of required teaching competencies by femal graduates of the university of Khartoum is higher than that of graduates of Omdurman University (which, in turn, is better than that of graduates of university of Kordofan).
5. Causes for the drop in acquisition of competencies (by graduates of colleges of basic education) of general teaching competencies are in the following order, as seen by the graduates themselves:
a. The training focuses on theoretical study and uses traditional methods.
b. Time allowed for field application is not enough and supervision over the practical aspect of education is poor.
c. Colleges and pilot (training) schools are poorly equipped.
d. Economic conditions in which trainee-teachers live and the little time they re able to devote to study.
e. Administrative factors pertaining to administration of offices of education.
6. The Program of Basic-School Teacher Qualification at universities, in its present from, does not help prepare a teacher who can keep abreast with the development and modern trends in education (as seen by those in charge of professional qualification of trainee-teachers), for the following reasons:
a. Poor budget allocation for the implementation of the program, leading to lack of equipment and the poor standard of training for the staff operating the program.
b. Numbers of trainee-teachers admitted to the program overrun the capacity of colleges.
c. Trainee-teachers enrolled are of poor academic standards and do not devote enough time for their studies because of the economic hardships they live in.
d. Lack of coordination between colleges and the training departments in ministries of education.
In its conclusion, the study presents some recommendations for development of performance in the Program of Basic-School Teacher Qualification at universities, in particular, and the training of basic school teachers in general. |
