Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan

Abstract

In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves.

Analysis of Student Errors in Solving Analytic Geometry Questions During the Covid Pandemic 19

“…Misunderstanding often occurs in the problem solving process. This supports the results of the research [15], [16], [18] that misunderstanding always appears in solving student problems. Students may have mastered the material being studied, but have not been able to implement it in solving the problems at hand.…”

“…Students may have mastered the material being studied, but have not been able to implement it in solving the problems at hand. This strengthens the research [18]. This misunderstanding occurs because learning is carried out online so that students cannot face-toface with the lecturer.…”

The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?

“…However, the difference between both types of teaching was very small, due to the aspects highlighted in previous sections. Various studies have shown that if a course is graded in online mode in the same way as in F2F, the online grades are clearly lower [ 66 ]. It is therefore essential that grading methods are adjusted to the type of teaching [ 58 ].…”

“… Course unit grades were not influenced by the abrupt change in the teaching modality, due to the way that the teachers had adapted the evaluation system. An online course unit that is graded in the same way as a F2F course will usually result in significantly lower grades [ 66 ]. …”

Pre-service Teacher Education in Covid-19 - Online Education Options in Pakistan?

“…In usual teaching practice, students go to schools in real settings and perform actual teaching in classrooms. A university supervisor and the cooperating teacher are available for the student-teachers during this teaching practice activity (Abdullah & Mirza, 2020). The students select the schools and perform 6 weeks to 16 weeks teaching practice depending upon the degree programme.…”