Khattab, Mohammad S.; (1984) An evaluation of two approaches to teacher education in Jordan. Doctoral thesis , Institute of Education, University of London.

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Abstract

The study was an evaluation of two approaches to teacher education, namely a behaviouristic/teaching skills approach and a humanistic/personal development approach, in Jordan. The study focused on determining the effects of these two approaches on teacher effectiveness during training. The population of the study consisted of 60 universitygraduate newly-recruited teachers in UNRWA/UNESCO schools in Jordan. The independent variable was the approach to training while the dependent variables were three instruments: (a) Classroom observation schedule as measured by educational supervisors and headteachers (b) Teacher performance scale as measured by the teacher-trainees, by their pupils and headteachers and (c) Self-concept scale as measured by teacher-trainees (pre and post). The time allocated for the implementation of the treatment extended for three months and instructional materials relevant to both approaches were selected, prepared and made available to two groups who were randomly distributed in advance. Analysis of data indicated that trainees improved roughly equally under both approaches. There was continuous improvement in teaching performance as assessed in the classroom visits conducted six times for each teacher-trainee during the treatment. Their self-concept also grew with training on both approaches. The outcomes of the approaches were compared and each examined in its own right. The study intended to enrich the methodological approach developed and applied by the UNRWA/UNESCO Institute of Education, which is called the "Integrated Multi-Media Approach" whereby different media are applied, in an integrated manner, in the in-service teacher education programmes. The study proposed and used a theoretical background and framework that might be a basis for the programme design and development in teacher education. The analysis of data suggested that certain method,— ological issues merited further investigation, but that neither approach had been shown to be detrimental to the overall training.

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