Comparison of Evaluation Methods of Teaching Practice of Formal and Non-Formal Teacher Education Institutions of Punjab

Oct 15, 2026

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The study investigates evaluation methods used for teaching practice in formal and non-formal teacher education institutions in Pakistan, focusing on how prospective teachers are assessed. Four hundred prospective teachers were randomly selected, with 200 from formal universities and 200 from non-formal institutions. Validated questionnaires were administered and analyzed using two-way chi-square techniques. Results show both groups agree that teaching-practice duration is insufficient and that judgments rely on topic introduction, presentation, and explanation. Formal-university teachers view evaluation as satisfactory and prefer supervisor involvement of cooperating teachers, while non-formal teachers reject cooperating-teacher involvement.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Teaching practice and its evaluation

Evaluation criteria used in teaching practice

Study purpose and comparison of evaluation methods

Comparison of Evaluation Methods of Teaching Practice of Formal and Non-Formal Teacher Education Institutions of Punjab Fouzia Younus * and Rafaqat Ali Akbar ** Abstract The study was carried out to investigate evaluation methods of teaching practice of formal and non-formal teacher education institutions. Major objective was to compare the evaluation methods of teaching practice implemented in formal and non-formal teacher education institutions in Pakistan. Four hundred prospective teachers were selected randomly in which 200 prospective teachers were from formal universities and 200 were selected from nonformal institutions. The data were collected by administering the validated questionnaires. Data were analyzed by using two-way chi square techniques to compare the responses of formal and non-formal prospective teachers. Prospective teachers of both formal and nonformal system have the opinion that duration of teaching practice was not enough for their training. Prospective teachers of both systems showed their agreement that they were judgedon the basis of; through well introduction of the topic, well presentation and well explanation of the content. Prospective teachers of formal and non-formal universities projected that the evaluation of prospective teachers during teaching practice was satisfactory. Majority of prospective teachers of formal universities intended that supervisor involved the cooperating teacher in their evaluation while prospective teachers of non-formal universities rejected the involvement of cooperating teachers in evaluation. Keywords: Comparison, teaching practice, prospective teachers * Ph.D Scholar in Education ** Professor & Director, Institute of Education and Research, University of the Punjab, Lahore-Pakistan. Introduction Teacher education plays an imperative role in raising the standard of education. It is a fact that teacher’s skills have a profound impact on achievement of students (Moore, 2005).According to Akbar (2001), the fundamental purpose of preservice education is to train prospective teachers to convene challenges that they have to look in future in the schools. The pre-service training program comprises three components: • Academic Preparation • Pedagogical Skills • Teaching practice Academic preparation includes the training of prospective teachers in the subject areas to be qualified at school level. Though the teachers are assigned those subjects for teaching at secondary level which they have studied at Bachelors level but it is assumed that they are still lacking in certain subject areas and should be enriched. This component of teacher education program is named as academic preparation. Pedagogical Skills have three kinds of courses: (a) foundation courses; these courses give understanding of philosophical, sociological and psychological background of education, (b) pedagogy courses; which give understanding of science and art of teaching through principles of organization of content, effective questioning skills, presentation of effective learning experiences to the prospective teachers, and (c) professional courses, they endow with understanding of curriculum development, organization of co-curricular activities, techniques of measurement and evaluation, and classroom management techniques. This element of teacher education program is called as pedagogical skills.Teaching practice is a graduate/post graduate level course in teacher education institutions both in non-formal and formal institutions. It is planned in such a way that prospective teachers may be able to teach in real classrooms according to earlier theories and practices of teaching. Richard & Crookes (1988) stated that in professional teaching programs, teaching practice is mandatory for all the prospective teachers. Teaching practice ensures physical and mental training of prospective teachers. In this way they may be able to learn basic principles and teaching techniques require

FAQs

What does the study aim to investigate?

The study investigates evaluation methods of teaching practice in formal and non-formal teacher education institutions and compares how these evaluations are carried out in Pakistan.

How were participants selected and data collected?

Four hundred prospective teachers were selected randomly, with 200 from formal universities and 200 from non-formal institutions. Data were collected using validated questionnaires.

Which evaluation aspects are highlighted as criteria?

The document lists key areas considered in evaluation: personal traits, lesson plan preparation, teaching methods and instructional materials, classroom management, and evaluation techniques.

Oct 15, 2026

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