Assessing Quality of Teacher Education: A Student Perspective

Abstract

Quality of school education largely depends, among other factors, on quality of teachers prepared in teacher education institutions. Teacher education in Pakistan has been criticized by the concerned constituencies for excessive quantitative expansion and poor quality. This paper presents findings of a study designed to assess quality of teacher education at three Government Colleges for Elementary Teachers located in Bahawalpur and four Education Departments of the Islamia University of Bahawalpur (IUB). To arrive at findings, opinions of 350 students enrolled in B.Ed. and M.Ed. programmes were surveyed through a questionnaire that covered five quality variables. The data was analyzed by using descriptive as well as inferential statistics. Results showed reasonably good quality of learners but low quality of contents, learning environment, processes and outcomes. Only on quality of learners, significant difference was observed between male and female students ’ perceptions, GCETs and IUB, B.Ed. and M.Ed. programmes, and annual and semester systems. Poorly equipped classrooms, lengthy course contents, lack of highly qualified teachers and English used as medium of instruction were the major problems identified by the students. The paper suggests revision of curricula, updating of academic resources, use of student-centred approach and emphasis on faculty development for improving quality of teacher education.