DefinePK

Research Objective

To document the assessment practices of practicum supervisors in three teacher preparation programs (TPPs) in Rawalpindi and Islamabad, and to determine if these practices align with the National Professional Standards for Teachers in Pakistan (NPSTP).

Methodology

This qualitative study used semi-structured interviews with four practicum supervisors and focus group discussions with student teachers from three TPPs. Data were transcribed verbatim and coded using provisional themes based on the sub-questions: purpose of assessment, tools used for assessment, and focus of assessment. The analysis was framed by the "Knowledge and Understanding" and "Performance and Skills" components of the NPSTP (2009).

Methodology Flowchart

                        graph TD;
    A[Selection of Practicum Supervisors and Student Teachers] --> B[Conduct Semi-structured Interviews with Supervisors];
    B --> C[Conduct Focus Group Discussions with Student Teachers];
    C --> D[Transcribe Interviews and FGDs Verbatim];
    D --> E[Code Transcripts using Provisional Themes];
    E --> F[Analyze Data based on NPSTP Framework];
    F --> G[Interpret Findings and Draw Conclusions];                    

Discussion

The study highlights a disconnect between the intended goals of teacher preparation programs and the actual assessment practices employed by supervisors. While supervisors acknowledge the importance of practicum, their assessment methods lack the depth and alignment with national standards necessary to foster the development of STs' teaching skills, particularly in areas of assessment. The findings suggest a need for professional development for supervisors and a revision of assessment tools to align with NPSTP.

Key Findings

Practicum supervisors generally view practicum as beneficial for student teachers (STs) to apply coursework and gain practical experience. However, their assessment practices are not aligned with the NPSTP. They primarily use evaluation performas and oral feedback, focusing on managerial aspects and general teaching skills rather than the "Performance and Skills" criteria outlined in the NPSTP. The performas used by the TPPs were not aligned with NPSTP, and feedback was often directive and focused on technical aspects.

Conclusion

Practicum supervisors in the examined TPPs are not adequately assessing student teachers' performance in line with the NPSTP's "Performance and Skills" criteria. The assessment tools and feedback mechanisms are superficial, focusing on management and general teaching aspects rather than comprehensive skill development. There is a critical need for TPPs to revise their assessment practices, align their tools with NPSTP, and provide training to supervisors and cooperating teachers on effective feedback.

Fact Check

1. The study was conducted in Rawalpindi and Islamabad. (Confirmed by the text)
2. Four practicum supervisors participated in the study. (Confirmed by the text)
3. The National Professional Standards for Teachers in Pakistan (NPSTP) was used as an analytical framework. (Confirmed by the text)

Mind Map