An evaluation of two approaches to teacher education in Jordan.

摘要

The study was an evaluation of two approaches to teacherudeducation, namely a behaviouristic/teaching skillsudapproach and a humanistic/personal development approach,udin Jordan. The study focused on determining theudeffects of these two approaches on teacher effectivenessudduring training.udThe population of the study consisted of 60 universitygraduateudnewly-recruited teachers in UNRWA/UNESCOudschools in Jordan.udThe independent variable was the approach to trainingudwhile the dependent variables were three instruments:ud(a) Classroom observation schedule as measured byudeducational supervisors and headteachers (b) Teacherudperformance scale as measured by the teacher-trainees,udby their pupils and headteachers and (c) Self-conceptudscale as measured by teacher-trainees (pre and post).udThe time allocated for the implementation of theudtreatment extended for three months and instructionaludmaterials relevant to both approaches were selected,udprepared and made available to two groups who wereudrandomly distributed in advance.udAnalysis of data indicated that trainees improvedudroughly equally under both approaches. There was continuous improvement in teaching performance asudassessed in the classroom visits conducted six timesudfor each teacher-trainee during the treatment. Theirudself-concept also grew with training on both approaches.udThe outcomes of the approaches were compared and eachudexamined in its own right.udThe study intended to enrich the methodological approachuddeveloped and applied by the UNRWA/UNESCO Institute ofudEducation, which is called the "Integrated Multi-MediaudApproach" whereby different media are applied, in anudintegrated manner, in the in-service teacher educationudprogrammes. The study proposed and used a theoreticaludbackground and framework that might be a basis for theudprogramme design and development in teacher education.udThe analysis of data suggested that certain method,—udological issues merited further investigation, butudthat neither approach had been shown to be detrimental toudthe overall training.