In 2009 the National professional standards were introduced for teachers in Pakistan to determine a nationwide quality of teaching. These standards focus on the quality of teacher preparation from this time onwards; the present study was initiated to determine the needs of the workforce who are already in the practical field and how they may achieve the established standard. Therefore, in the light of the prescribed standard “Instructional Planning and Strategies (IPS)”this article investigated the levels of content knowledge of IPS possessed by the teachers in secondary schools; it further determined the difference in the content knowledge levels of urban & rural, male& female teachers regarding IPS. It was a survey type quantitative study with a population spread of secondary school teachers (SSTs) working in the four provinces and Federal Capital. A multistage sampling procedure was adopted to collect data from 400 SSTs belonging to the population area. The need of the in-service teachers for acquiring content knowledge of IPS was gauged through a questionnaire based on seven indicators of content knowledge given in the professional standards; the teachers further prioritized their training needs in these defined areas. Moreover, data triangulation was done to ensure the validity of the study. The indepth analysis revealed that SSTs possessed different levels on each indicator of content knowledge of IPS but a meager number was competent in it. Independent sample “t-test” was applied to calculate the difference between content knowledge of IPS possessed by the male& female, urban& rural SSTs. Although there was no significant difference between the content knowledge of male & female, urban & rural SSTs; they all fell back on each indicator of prescribed content knowledge of IPS given in the standard. Therefore, professional development trainings were recommended for the in-service SSTs according to their needs at regular intervals to keep them abreast with the latest initiatives in the field of education which may enable them to plan instructional strategies accordingly.
Need Assessment for the Professional Development of Teachers in Content Knowledge of Instructional Planning and Strategies
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