Assessment of In-Service Training of Secondary School Science Teachers

By Shah, Muhammad Akram; Yousaf, Muhammad et al. | The Journal of Educational Research, January 1, 2015 | Go to article overview

Assessment of In-Service Training of Secondary School Science Teachers


Shah, Muhammad Akram, Yousaf, Muhammad, Iqbal, Pervaiz, The Journal of Educational Research


Introduction

Science education is considered to be an important aspect in school curriculum. Development of scientific attitude is the objective of teaching of science. The development of scientific attitude makes learners open minded, helps them to make critical observations, develops in time intellectual honesty, curiosity, unbiased, critical and independent thinking. A science teacher assumes different roles as a counsellor, a guide, an administrator, a leader, a custodian, a facilitator, an evaluator, an innovator, a change-agent and a learner etc. The question is whether a science teacher can perform these roles effectively or he/she needs some guidance for fulfilling his/ her duties properly. Teacher needs some training for his/her professional growth which increases attractive competencies and applications for him/her. Iqbal (2002) has described the importance of INSET in these words:

"In-service education is a tool to mould better teachers by improving their knowledge, providing ways to help them improve their effectiveness in the classroom and by instilling in them a desire to do a better job of teaching."

Little (1992) describes that teacher development is marked by four types of growth - growth in knowledge, growth in skill, growth in judgment (all of which are classroom related), and growth in the contributions teachers make to a professional community. It has been noted that effects of evaluation on teacher development have been almost negative in which schools' system claim that the process of evaluation was designed to improve teaching. Stodolosky (1990) observed that first they do not yield insight into teachers' thinking. Second, they do not provide information on how teachers plan. Third they give no data on how teachers' work with colleagues, students and parents. Asia and The Pacific Programme of Educational Innovation for Development (APEID) (1993) defined INSET as "In-service training includes all training activities which address the differentiated needs of teachers in school (including teachers without pre-service training) to improve their knowledge, skills and attitudes for better instruction". The aims of INSET, stated by Eraut (1987) are (i) to develop their professional competence and relevant knowledge. (ii) To evaluate their own work and attitude.

National Education policy 1998-2010 states the status of INSET in these words: "In-service training programmes for teacher educators are almost non-existent. There are no institutionalized arrangements for providing regular training to teachers and teacher educators. Sporadic training opportunities, if any, lack in quality".

No doubt, a teacher is an innovator and a catalyst of change and when he/she is equipped with quality training, he/she may play an excellent role in producing good students who would be helpful for betterment, progress and prosperity of a nation. Well trained teachers who go on developing themselves professionally may change the whole structure, composition and complexion of a society. Similarly, Mirza (2008) described that the quality product can be obtained through using effective instructions at all stages of educational system including objectives, teaching-learning environment, training, assessment, supervision and feedback. All these aspects are very necessary and need suitable attention of all concerned. Burke and Kenzie (2007) carried out a study on students' learning and found that ...in particular, the broad consensus is that "teacher quality" is the single most important factor to achieve the goal of quality education. Teachers' qualification and their training are essential for preparing qualified teachers. Similarly other researchers (Saeed, 2006 & 2000; Mirza, 2003; Mirza & Iqbal, 1994) specifically described that the in-service training of teachers is necessary to improve their abilities in term of contents, pedagogy, administrative and managerial skills.

If teachers are un-trained and incompetent then an appropriate and operational policy may become collapsed (Malik et al. …

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