EVALUATION OF TEACHER EDUCATION PROGRAM BASED ON CIPP MODEL IN THE REGION OF BALOCHISTAN, PAKISTAN

Abstract

The quality of teacher education in Pakistan has always been a huge concern for the stakeholders and as a result of which they have initiated a new teacher education program in form of B.Ed. (Hons) with the support of USAID. Now it is required to assess the new program time to time in order to highlight its weak areas and bring improvement. Thus, this study aimed to evaluate teacher education program in the region of Baluchistan, Pakistan through the perspectives of teachers and administrators on the basis of context, input, process and product (CIPP) model. The population comprised of teachers and administrators attached with teacher education program at different universities in the region of Baluchistan, Pakistan. The data has been obtained through 26- items questionnaires and a semi-structured interview. In this study, data were analyzed by using Statistical Package for Social Sciences (SPSS-22) and thematic analysis. The findings of the study indicated that the participants of survey mostly agree on the context, input, process and product components of the program. However, they were dissatisfied with the content of the curriculum which is too lengthy for the students who do not have much background knowledge about teacher education at this stage. Furthermore, the participants of the interview revealed that there are problems with the time allocation for classroom exercise, teaching practice is not paid attention to, content is lengthy and audio-visual materials were not used complement to teaching methods. Thus, this study recommended including teaching practice in every semester and make the teachers part of the committee while developing the curriculum of the program and suggest that the audio-visual tools of the curriculum need to be varied and utilized to complement teaching methods and further suggested students’ prior knowledge should be
considered while developing the curriculum.