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This project was titled ‘Evaluating the Libyan ESL Pre-service Teachers’ preparation
Program’, and it was submitted for ETR 531 of the Spring 2018 semester. This class was an
class, it was full of group practice and learning which gave me strong ground to attend and
improve. I felt that everything I was learning in this project had become a real part of my
aimed to evaluate the Libyan ESL pre-service teachers’ preparation and development program,
which is part of the teacher preparation syllabus at the English Department, Janzour College of
Education University of Tripoli. I chose this setting because I know they have a problem of
implementation. According to Libyan professionals and educators, the problem is that the ESL
pre-service teachers (the outcome of the English Department) have so far failed to achieve the
program objectives in teaching English to school children effectively through using the latest
techniques and the right teaching methods. English language classes in Libya’s public schools
are supposed to help the students master the content of the textbook and pass the final
examinations at each level until they are graduated from high school. However, the students,
their parents, the school districts staff and educators, program assessors, and above all the
educational authorities have always complained that these programs are not giving us the right
quality of teachers, who can help the students achieve. On the other hand, the newly graduated
teachers (the outcome of the English Department) argue that their preparation is lacking many
things and their teaching practicum is not enough or is not preparing them for the actual
classroom activities, and so they usually fall on informal teaching techniques, which differ from
one individual to another. It seems that what they are learning as foreign language pre-service
teachers is not helping them to become effective ESL teachers. This multifaceted problem could
program might help identify the difficulties and concerns of the English Department faculty and
staff, and hence lead to suggestions regarding the program improvement to meet its objectives.
My project started with the needs assessment, which included qualitative interviews with three
members of English department staff, who are in charge of preparing the syllabus content and the
to have a theoretical framework. Therefore, this evaluation project used two constructs of
TPACK, (namely PCK and TCK). Pedagogical Content Knowledge (PCK) was originally
developed by Shulman in 1986 and as technology continued to advance, the focus on Shulman’s
PCK enhanced an experimental interest for integrating technology with pedagogy and content. In
order to include technology in the model, studies of teacher preparation development have
developed PCK into a new framework called TPACK, i. e. Technological, Pedagogical, and
Content Knowledge. Teaching skills and strategies are mainly a result of educational college
knowledge.
The project of evaluating such an educational program as the Libyan ESL pre-service
teachers preparation and development then involved using the information, which the
interviewees provided in the needs assessment process. Therefore, the following stage of the
project included data analysis, discussion of the results, and drawing conclusions and
recommendation to be reported to the English Department so that they can act on them and take
future decisions toward the improvement of their outcomes. For example a comparison between
the current situation and the department specific objectives can lead to a future decision to
integrate technology into the teacher preparation program. The main section of this evaluation
project was the section that presented the methodology, as it included setting, the procedures,
participants’ information, and the survey to be used in the quantitative phase. The final section
was the presentation of the results, which besides presenting implications and limitations it
This project was based on using research approaches to evaluate an educational program
and provide feedback and practical suggestions for stakeholders to use in their future decisions
about improving their outcomes. The stakeholders were interviewed based on their involvement
with the program implementation not on their performance. Therefore, the questions in the needs
assessment phase were focused on collecting data about the syllabus and materials of the
program to measure the effectiveness of the current implementation plans. I learned how to
create a needs assessment instrument, how to approach stakeholders and educators for data
collection arrangements, how to analyze the data, how to develop my research approaches from
qualitative to mixed methods, how to criticize an educational environment, and how to evaluate
an educational program. My experience with this program evaluation design and conduct was a
valuable opportunity to adventure into using mixed methods for the first time in my research
practice. Obviously, the feedback from the stakeholders granted me an opportunity to learn the
The experiences I gained I this project will soon help to guide my future educational
research and teaching as faculty member in a Libyan university, namely University of Tripoli. In
one way, it will improve my creativity in using evaluation models to develop educational
educational plans using effective methods of assessment and evaluation. Finally, it will help me
improve my skills in the field of educational technology, which will also be useful in the fields of
my career as an educator.
In conclusion, my gains from this project show evidence that I have satisfied the following
• Design and/or select appropriate assessment or evaluation tools for a given educational
problem
For the evaluation project I had to use a mixed-method approach conduct research and
evaluation to obtain both quantitative and qualitative data Therefore, this objective was met, as
the design required that I had to address Q1 and Q2 using quantitative and statistical analysis to
measure the regression between the study variables. In addition, phenomenal qualitative data
analyses were used to address Q3 and Q4. Also, the project involved utilizing an existing survey,
which was designed and developed by Koh, Chai1, and Tsai (2014).
methodologies
In this proposal, the research problem was the educational issue of the Libyan ESL pre-
service teachers who, failed to apply most recent methodologies in their teaching practice. The
evaluation proposal used both quantitative and qualitative methods and was an opportunity for
me to design a study utilizing a mixed method design. As a result, the objective above was
problem. A mixed method design would normally require the application of both quantitative
and qualitative data collection procedures, which means that my work on this project included
project
Working on this project involved communicating with stakeholders via interviews, which
experience reflected a communicative practice pertaining to the above objective. Also, the ETR
531 included many communication and presentation skills through presentations of materials and
group discussion. These class and project experiences are parallel with the objective that requires
research or evaluation
College of Tripoli University) and a population to sample from and survey (Libyan ESL pre-
service teachers), and so it was necessary to practice the ethical measures for fair and appropriate
research conduct. Thus, the proposal included conducting the evaluation in an ethical, moral and
responsible manner and the participants will have the right to decide when, to what extent their
participation is continued Creswell (2012). Also, before administrating the survey and the
interviews, the researcher would seek permission from the Northern Illinois University
Institutional Review Board (IRB) as well as officials and administrative staff at Tripoli
University. All this ethical practice meets the above objective of ethical behavior related to
Geng, G., & Disney, L. (2014). Exploring Pre-service Teachers’ Knowledge of and Ability to
Gravetter, F. J. & Wallnau, L. B. (2014). Essentials of Statistics for Behavioral Sciences. (8th
Kablan, Z., & Kaya, S. (2014). Pre-service Teachers’ Constructivist Teaching Scores Based on
Koh, J. H. L., Chai1, C. S., & Tsai, C. C. (2014). Demographic Factors, TPACK Constructs, and