Effectiveness of Prior Professional Training on Prospective Teachers' Performance

Authors

  • Farooq Ahmad PhD Scholar (Education),University of Okara, Punjab, Pakistan
  • Dr. Tanzeela Urooj Assistant Professor, Department of Education,University of Loralai, Balochistan
  • Muhammad Aslam PhD Scholar Department of Educational Training, The Islamia University of Bahawalpur, Punjab, Pakistan

Keywords:

Professional training, prospective teachers, performance, educational levels, teacher education, gender differences

Abstract

This study investigated the effect of prior professional training on academic performance among prospective teachers enrolled in M.A. Education programs within five public universities in Punjab province. Through a quantitative approach, the research examined performance differences between pre-trained and untrained teachers on the basis of gender and educational background. Data was collected through an adopted five-point Likert scale questionnaire and analyzed using SPSS. Results revealed that untrained prospective teachers generally demonstrated better academic performance compared to their trained counterparts, particularly at the F.A. level. Untrained respondents attained a higher mode CGPA (3.09) compared to trained candidates (2.98), representing a statistically significant difference (t = 2.974, p = 0.003). This pattern was especially noticed among female F.A.-level participants, where untrained respondents achieved a mean CGPA of 3.08 compared to 2.96 for trained teachers (t = 2.953, p = 0.003). However, at the B.A. level, no significant performance differences were examined between trained and untrained teachers of either gender. The study concludes by advocating for a restructuring of teacher education programs to better integrate theoretical knowledge with practical teaching experience, thereby enhancing preparedness for classroom challenges. It is suggested that the effectiveness of pre-professional training may differ by educational level, with particularly significant effects among F.A.-level female teachers.

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Published

2024-11-14

How to Cite

Farooq Ahmad, Dr. Tanzeela Urooj, & Muhammad Aslam. (2024). Effectiveness of Prior Professional Training on Prospective Teachers’ Performance. Indus Journal of Social Sciences, 2(2), 313–323. Retrieved from https://induspublishers.com/IJSS/article/view/213