A comparative study of the effectiveness of in-service and pre-service modes of primary school teacher training in Luwero District
Oiko, Daniel Aemu
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The comparative study of the effectiveness of in-service and pre-service modes of primary school teacher training was carried out in Luwero TDMS area. The following objectives guided the study; • Compare performance of in-service and pre-service trained teachers in final examinations. • Establish whether the delivery expectations of in-service trained teachers are equal to the pre-service trained teachers. • Investigate the strategies put in place to support primary teacher education programmes. The study focused on performance of products of the two modes of primary school teacher training in final examinations and actual classroom teaching in the primary schools. Three research tools were designed and used. These were questionnaires, interview guide and observation guide. Simple and straightforward questionnaires with both closed and open-ended questions were administered to primary school teachers, headteachers and PTC tutors in the area of study. The interview guide was administered to PTC Deputy Principals and District Education Officials. An observation of teachers’ lessons of Social Studies was carried out on both categories of teachers using a ten-point observation rating scale. Past examination results for the two categories of teachers were collected for analysis. The data collected was presented in tables and expressed in percentages for ease of analysis. Observation results were subjected to a point-biserial correlation coefficient computation to ascertain whether there was a significant difference in classroom delivery between in-service and pre-service trained teachers. The study came up with a number of findings, which included the unfavourable conditions under which teacher education programmes are implemented. It found out that pre-service students perform better than their in-service counterparts in final examinations. In-service trained teachers, on the other hand, tended to perform better than pre-service trained teachers in classroom teaching. However, the difference in classroom delivery was insignificant. Many new ideas and innovations were being introduced and implemented to support primary teacher education. Basing on the findings of the study, the researcher made a number of recommendations to the developers and implementers of innovations in primary teacher education. One of the major recommendations is the Ministry of Education and Sports to provide an avenue through which pre-service staff in PTCs follow-up qualified teachers in the field to share experiences and ascertain level of effectiveness. This can be done through visits to primary schools at least once every term to interact with the teachers. This will enable them produce better teachers capable of overcoming emerging challenges.