Pre-service Teacher Training Program at Yarmouk University:  Mixed methodology Evaluation Study

Amneh  Al-Rawashdeh; Hadi Mohammed  Tawalbeh; Ghadeer  Al-Rashdan

doi:10.35516/edu.v50i1.4607

Authors

Amneh Al-Rawashdeh Department of Educational Administration and Foundations, Yarmouk University, Jordan https://orcid.org/0000-0001-9271-6775
Hadi Mohammed Tawalbeh Department of Curriculum and Instruction, Yarmouk University, Jordan https://orcid.org/0000-0001-8856-6882
Ghadeer Al-Rashdan Elementary School teacher, Kufrabiel Elementary School, Irbid Governorate, Jordan

DOI:

https://doi.org/10.35516/edu.v50i1.4607

Keywords:

Program evaluation, pre-service teacher preparation programs, mixed methodology

Abstract

Objectives: This study aimed to evaluate the efficiency of the pre-service teacher training program (TTP) for the Classroom Teacher and Early Childhood Education majors at Yarmouk University from stakeholders’ perspectives.

Methods: The study utilized a mixed methodology approach. The quantitative method with (57) female students from the Classroom Teacher and Early Childhood programs at Yarmouk University, 41 female cooperative teachers, and 10 faculty supervising for 2019/2020 at the Bani Ubaid District Directorate of Education. The qualitative method utilized the Consensual qualitative research (CQR) with a phenomenology paradigm through 21 semi-structured interviews to explore how stakeholders perceived the different challenges and opportunities that affected the efficiency of the pre-service training program at Yarmouk University.

Results: The quantitative methods indicated a high degree of effectiveness in meeting the program's expected competencies (planning, teaching, classroom management, and assessment) in both majors. The qualitative data uncovered two main themes about challenges: teaching practices and regulatory and organizational challenges, and three themes in terms of opportunities: reforming competencies to include dispositions, creating a shared vision between schools and TTP units, and building accountability systems to enhance the efficiency of TTP.

Conclusions: The study provided recommendations to revisit the pre-service teacher education program competencies, enhance pipeline efforts between the TTP unit and the schools, and monitor the pre-service procedures and regulations on both sites: university and school.

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