Impact Assessment of Teacher Training on Students’ Learning Outcomes in public schools of Afghanistan

Md. Abdul Alim

doi:https://doi.org/

Original article | International Journal of Research in Teacher Education 2020, Vol. 11(3) 37-47

Impact Assessment of Teacher Training on Students’ Learning Outcomes in public schools of Afghanistan

Md. Abdul Alim

pp. 37 - 47 | Manu. Number: MANU-1911-03-0001

Published online: September 30, 2020 | Number of Views: 123 | Number of Download: 453

Save PDF

Abstract

Despite of enormous improvement of students’ enrollment in public schools in Afghanistan after the fall of Taliban low quality education is a serious challenge due to lack of trained and qualified teachers. This study aimed at determining the impact of teacher training on changing the pupils’ learning outcomes in public schools of Afghanistan. Results show that majority of both trained and non-trained teachers applied various teaching techniques while teaching to the students in the classroom that resulted in statistically significant enhancement of the students’ literacy skills. Simultaneously there was no step up of their skills in numeracy and science subjects. Reasons might include lack of pedagogical knowledge and unable to provide participatory learning. On the other hand, students might often keep homework incomplete, stay absent, attend class late and become inattentive during lesson. So, both should maintain the professional behavior to bring positive impact in schools.

Keywords: Teacher training, Learning outcomes, BRAC, Afghanistan

How to Cite this Article?

APA 6th edition
Alim, M.A. (2020). Impact Assessment of Teacher Training on Students’ Learning Outcomes in public schools of Afghanistan . International Journal of Research in Teacher Education, 11(3), 37-47.

Harvard
Alim, M. (2020). Impact Assessment of Teacher Training on Students’ Learning Outcomes in public schools of Afghanistan . International Journal of Research in Teacher Education, 11(3), pp. 37-47.

Chicago 16th edition
Alim, Md. Abdul (2020). "Impact Assessment of Teacher Training on Students’ Learning Outcomes in public schools of Afghanistan ". International Journal of Research in Teacher Education 11 (3):37-47.

References

Adie Emmanue, I., & Ayua Ambe, B. (2014). Influence of teachers’ professional qualification and area of specialization on the implementation of environmental education curriculum in Cross River State-Nigeria. Presented at international conference on chemical, environment & biological sciences (CEBS-2014) Sept. 17-18, Kuala Lumpur (Malaysia). Retrieved from http://dx.doi.org/10. 15242/IICBE.C914120. [Google Scholar]
Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practice in L2 teacher education. System, 35, 192-207. [Google Scholar]
Bartlett, L. 1990. Teacher development through reflective teaching. In J. C. Richards & D. Nunan (eds.), Second language teacher education (pp. 202–214). New York: Cambridge University Press. [Google Scholar]
Eret-Orhan, E., Ok, A., & Capa-Aydin, Y. (2017). We train, but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey. Asia-Pacific Journal of Teacher Education. doi: 10.1080/1359866X.2017.1355050 [Google Scholar] [Crossref]
Erfanian Jalali, M., & Talebinezhad, M. R. (2014). Critical theory in social sciences and evaluation of content-based approaches to language teaching. International Journal of Language Learning and Applied Linguistics World, 5(3), 380-389. [Google Scholar]
Fatima, F., & Zamir, Sh. (2015). Teachers’ perception towards pre-service teacher education program at higher secondary level. Journal of Literature, Languages and Linguistics, 12, 66-75. [Google Scholar]
Freeman, D. (1998). Doing teacher-research: From inquiry to understanding. Boston: Heinle and Heinle. [Google Scholar]
Freeman, D. (2001). Second language teacher education. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 72-80). Cambridge: CUP. [Google Scholar]
Freeman, D., & Richards, J. C. (1993). Conceptions of teaching and the education of second language teachers. TESOL Quarterly, 27, 193-216. [Google Scholar]
Freire, P. (2005). Teachers as cultural workers: Letters to teachers who dare teach. Cambridge: Westview Press. [Google Scholar]
Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. NY: Routledge. [Google Scholar]
Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55. [Google Scholar]
Hassani, V., Khatib, M., & Yazdani Moghaddam, M. (2019a). An investigation of teachers’ perceptions of KARDS in an EFL context. International Journal of Foreign Language Teaching and Research, 7(28), 135-153. [Google Scholar]
Hassani, V., Khatib, M., & Yazdani Moghaddam, M. (2019b). Contributions of KARDS to Iranian EFL university teachers’ professional identity. Journal of English Language Teaching and Learning, 11(23), 127-156. [Google Scholar]
Hassani, V., Khatib, M., & Yazdani Moghaddam, M. (2020). Contributions of Kumaravadivelu’s language teacher education modular model (KARDS) to Iranian EFL language institute teachers’ professional identity. Applied Research on English Language, 9(1), 75-102. doi: 10.22108/are.2019.117913.1470 [Google Scholar] [Crossref]
Hunter, S. M., Watson, M., Adams, T., Robinson, D., & McKee, W. (2015). Preparing pre-service teachers with effective classroom language skills: Examining the utility of code-switching for enhancing lesson delivery. North Carolina Association for Middle Level Education Journal, 29(1). [Google Scholar]
Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85. [Google Scholar]
Johnson, K. E. (1999). Understanding language teaching: Reasoning in action. Boston: Heinle and Heinle. [Google Scholar]
King, E. T. (2013). Review of language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. TESL-EJ, 16(4). [Google Scholar]
Kumaravadivelu, B. (2006). Understanding language teaching: From method to post method. Mahwah, New Jersey: Lawrence Erlbaum Associates. [Google Scholar]
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. London: Routledge. [Google Scholar]
Mangaleswarasharma, R., & Sathiaseelan, A. (2016). Teachers’ perceptions on the effectiveness of the post graduate diploma in education programme. Open University Research Sessions (OURS)-2016, 17-18 November 2016. pp. 127-131. http://www.ou.ac.lk/ours/wp content/uploads/2017/04/B301-E.pdf. [Google Scholar]
Mehdenizhad, V. (2008). Evaluation of teacher education programs by students and graduates. PhD dissertation, University of Turku, Italy. [Google Scholar]
McMorrow, M. (2007). Teacher education in the postmethod era. ELT Journal, 61(4), 375-377. doi:10.1093/elt/ccm057. [Google Scholar] [Crossref]
Rashidi, N., & Mohammadineku, H. (2015). A Comparison of Iranian EFL vs. non-EFL teachers’ “knowing” of learner autonomy. Iranian Journal of Applied Language Studies, 7(1), 129-150. [Google Scholar]
Richards, J. C. 1990. The language teaching matrix. Cambridge: Cambridge University Press. [Google Scholar]
Roberts, J. (1998). Language teacher education. London: Arnold. [Google Scholar]
Sadler, R., & Dooly, M. (2016). Twelve years of telecollaboration: What we have learnt. ELT Journal, 70(4), 401-413. doi:10.1093 [Google Scholar] [Crossref]
Talebinezhad, M. R., & Shahidi Pour, V. (2015). A critical look at CLIL on the basis of KARDS model. International Journal of Language Learning and Applied Linguistics World, 9(2), 254-271. [Google Scholar]
Tharp, R., & Gallimore, R. (1988). Rousing young minds to life: Teaching, learning, and schooling in social context. New York: CUP. [Google Scholar]
Widdowson, H. G. (1997). Approaches to second language teacher education. In G. R. Tucker & D. Corson (eds.), Encyclopedia of language and education, Volume 4. Second language education (pp. 121-129). Dordrecht, Netherlands: Kluwer. [Google Scholar]

Volume 11 Issue 3

September 2020

All Articles