The Attitudes of Teachers towards English Language Training Programs at Primary Level in Pakistan

Authors

  • Samina Bashir Department of English, University of Education, Lahore
  • Zahid Bashir Lecturer of English, Department of English, University of Education, Lahore
  • Salma Naheed Secondary School Teacher (SST), Punjab Schools Education Department, Punjab

DOI:

https://doi.org/10.21015/vtess.v10i4.1191

Abstract

Teacher training programs are the subject of heated controversy and criticism in Pakistan. A review of the research reveals that English language teacher training has a significant impact on the performance of teachers and their pupils. The primary issues addressed in this research piece are trainers' English language competency, the use of audiovisual aids and new technology, instructional methodologies, and microteaching strategies. The research has been conducted in primary schools of district Vehari and data has been collected through a questionnaire (aptitude scale). A questionnaire was organized and arranged based on the questions about trainers, training environment and training material. Likert Type Questionnaire which contains 21 statements. Teachers have been asked to mark the most appropriate answer. After collecting data, it has been analyzed in tabular form.  The results show that training programs are effective in terms of upgrading knowledge, lesson plans and teaching materials. So the main purpose of this research is to highlight the strengths and weaknesses of English teacher training programs at primary level. Further recommendations are also provided for the betterment of conditions. Higher authorities should pay attention to improve the pedagogical conditions of teachers particularly in rural schools. Highly qualified trainers must be chosen for conducting the trainings in cluster centers furthermore it is highly necessary to adopt modern technologies and methodologies to improve the understandings of trainees.

Author Biographies

Samina Bashir, Department of English, University of Education, Lahore

Samina Bashir is an M.Phil scholar of Applied Linguistics. She is serving as secondary school teacher in Punjab Schools Education Department since 2012. She has also been serving as a visiting faculty member of Department of English in University of Education, Lahore, Pakistan since 2018. Besides above mentioned careers, she is working as a Master Trainer of English Language Pedagogy with a line institute of her own department.  She served in development sector with different international organizations (Save the Children International & UNICEF) on different positions.

Zahid Bashir, Lecturer of English, Department of English, University of Education, Lahore

Secondary School Teacher

Salma Naheed, Secondary School Teacher (SST), Punjab Schools Education Department, Punjab

Secondary School Teacher

References

Adams, R. D. (1983). ‘A status report of teacher education program evaluation’,. Journal of Teacher Education, 33-6. DOI: https://doi.org/10.1177/002248718303400208

Ahmad, I. (2013). Analysis Of The Problems Of Primary Education System In Pakistan. Critical Review Of Literature. Academic Research International, 324-331.

Alderman, C. C. (2011). A measured approach to improving teacher preparation. Washington: DC: Education Sector.

Allen, S. J. (2007). Adult Learning Theory and Leadership Development. Kravis Leadership Institute, Claremont McKenna College, 26-37.

Altaf Azad Malik, M. B. (2014). Identification Of The Factors Of Quality Teacher Training And Development Of a Model Programme In Pakistan. VFAST Transactions on Education and Social Sciences, 11-25.

Army, D. o. (2011). Army Learning Policy and Systems. TRADOC Regulation.

Arshad, M., Akram, N., & Hussain, A. (2022). Attitudes of Teachers towards English as Medium of Instructions in Pakistan. Pakistan Languages and Humanities Review (PLHR), 232-245.

Aslam, H. D. (2010). Comparison of Human Resources’ Impact on TeachingGrammar to Second Language Learners and DevelopingTeachers’ attitude towards Teaching of English Grammar at Secondary School Level . Journal of Educational Research, 335-350.

Azam, M. (2013). The Returns to English Language Skills in India. Economic Development and Cultural change, 335-367. DOI: https://doi.org/10.1086/668277

Baker, J. (2000). The English language teacher’s handbook. London: UK: Continuum.

Barrs, J. (2005). Factors contributed by community organizations to the motivation of teachers in rural Punjab, Pakistan, and implications for the quality of teaching. International Journal of Educational Development, 333‐48. DOI: https://doi.org/10.1016/j.ijedudev.2004.11.023

Bashiruddin, A. (2009). Learning English and learning to teach English: The case of two teachers in Pakistan. In S. Mansoor, A. Sikandar, N. Hussain, & N. M. Ahsan, Emerging Issues in TEFL Challaegnes for Asia (pp. 226-249). Oxford: Oxford University Press.

Berry, R. (1990). The role of language improvement in in-service teacher Killing two birds with one stone. System, 97-105. DOI: https://doi.org/10.1016/0346-251X(90)90032-Z

Bramley, P. N. (1984). The Evaluation Of Training Part I: Clarifying The Concept. Journal of European & Industrial Training,, 10-16. DOI: https://doi.org/10.1108/eb014201

Brickel, H. M. (1981). Ready for the eighties? A look at foreign language teachers and teaching at the start of the decade. New York: Policies Studies in Education.

Buchmann, M. (1984). The priority of knowledge and understanding in teaching. Advances in teacher education.

Cameron, L. (2001). Teaching languages to young learners. Cambridge: UK: CUP. DOI: https://doi.org/10.1017/CBO9780511733109

Centre, I. M. (2005). Measuring the Impact of Training and. Dublin: Skillsnet Ltd.

Coleman, H. (2010). Teaching and Learning in Pakistan. The Role of Language in Education.

Cooper, J. (1983). Clinical Supervision in Teacher Education as a Research Topic. Teacher Education, 56-58. DOI: https://doi.org/10.1177/002248718303400413

Craig, R. L. (1996). The ASTD Training: Development Handbook. New York: McGraw-Hill.

Crowe, E. (2011). Race to the Top and teacher preparation. Washington: Center for American Progress.

Cullen. (1994). Incorporating language improvement in teacher training programmes. ELT Journal DOI: https://doi.org/10.1093/elt/48.2.162

Fizza, K., Ahmed, D., & Arain, D. S. (2020). A Study on the Attitude of the Secondary School Teachers towards the Continuous Professional Development in District Lahore. Pakistan Social Sciences Review, 44-53.

Downloads

Published

2022-12-12

How to Cite

Bashir, S., Bashir, Z., & Naheed, S. (2022). The Attitudes of Teachers towards English Language Training Programs at Primary Level in Pakistan. VFAST Transactions on Education and Social Sciences, 10(4), 01–08. https://doi.org/10.21015/vtess.v10i4.1191

Issue

Vol. 10 No. 4 (2022): October-December

Section

Articles

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-By) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

                                      

This work is licensed under a Creative Commons Attribution  License CC BY