engleski

Evaluation of teacher training programmes for primary teachers of English - A comparative study

The necessity to get feedback on the quality of teacher training programmes was felt in order to diagnose the current state in teacher training and to introduce possible changes and improvements following the results obtained by the research. The aim of the study was to evaluate the early English language teacher training programmes at the Pedagogical Faculty in Ljubljana and the Faculty of Teacher Education in Zagreb. For this purpose a questionnaire was designed containing two groups of questions – open-ended and closed questions. The questionnaire was then distributed to a number of in-service and pre-service students at the respective faculties. Results have shown that the students included in the programmes gave similar answers regarding most issues. However, the greatest difference was expressed regarding the appropriateness of teaching methods and the relevance of assessment tasks for their work, which were assessed as highly appropriate by the lecturers whereas students at both faculties gave lower priority to these elements of the ELT syllabi. Students, teachers and lecturers expressed the need for more classroom practice, more interactive work and more practical work in general, and stressed the relevance of cross-curricular activities. As a result of the questionnaire, some changes have been made in the programmes and more changes will be introduced in the near future, also in line with the Bologna Process, which has been implemented in both countries.

teacher training programmes, pre-service, in-service, primary education, English language teaching, language and culture

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