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4 Tracer Study 1st Batch BEd

4 Tracer Study 1st Batch BEd



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Published by: api-3827331 on Oct 18, 2008
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A Tracer Study on the First Batch of B Ed Graduates of NIE Paro
A Tracer Study on the First Batch of B.Ed Graduates (July 2002) of the NIE, Paro.
Dorji Wangchuk
Lecturer in English, NIE, Paro.
 The National Institute of Education in Paro does its best to give the best trainingpossible to the pre-service teachers, but it is difficult to say whether what it has beendoing has made any difference to the professional life of the teachers in the schools.Quite a number of times, some senior teachers and the head teachers had madecomments like, “
They are good in methodology, but when it comes to mastery of content,they are normally poor 
.” Such statements were discussed in the institute.In the Teacher Education Board Meeting (23
TEB Meeting) in May 2003, a number of sharp questions were raised with regard to the quality of training received by theteachers during the pre-service course.In 2001, the NIE, Paro, conducted a small but very informative study on the pastteacher graduates of the two NIEs (Samtse and Paro). The study indicated that for themost part initial teachers had high enthusiasm and did “
very well 
” in the school, butby the third year, their enthusiasm slowed down and their roles were not as much asthey used to be (PITT, 2001).Dr. Jagar Dorji’s study on the change of curriculum and its implementation from 1997to 2000 also indicated that teachers did not make much sense of the new changeintroduced (Dorji, 2000).Early in 2003, the Swiss Development Cooperation and HELVETAS offered to supportour endeavour to improve the pre-service teacher education programme. One of thefirst things that arose during the discussions was the effectiveness of the pre-serviceteacher-training programme in the National Institutes of Education.During the 13
general Staff Meeting held on 27
May 2003, many felt the need toconduct a “Tracer Study” on the 1
batch of B. Ed graduates from the NIE, Paro.Although, the Institute also trains PTC and ZTC teacher trainees, the house felt that itis more profitable to do a research on the B.Ed graduates since the facility of trainingof PTC and ZTC will be phased out permanently in December 2003.
The Problem
From the above arguments, two pertinent questions clearly surface:i)
What are the problems that our initial teachers face?ii)
What can the NIEs do to make a stronger link between the teacher educationprogrammes and the school needs? The problems, of course, could be in any area: English, Dzongkha, Mathematics,Science, History, Geography, Environmental Studies, Social Studies or otherprofessional subjects.
A Tracer Study on the First Batch of B Ed Graduates of NIE Paro
However, English is given the first preference since the 1
B.Ed graduates from NIE,Paro, are mostly trained to become English teachers.
Purpose of the ResearchThis research has three purposes:
 To study the match between the needs of the schools and the programmeobjectives at the NIEs in the teacher training.b.
 To study the kinds of problems faced by the initial teacher graduates in theschools.c.
 To make a strong link between the pre-service teacher-training programmes andthe field reality.
Research Strategy
 The questions I have posed earlier call for a strategy that will not only provide aquantitative analysis of the data, but also produce a general view of all the participantsin the study. This leads to the need of interviews and observations of participants (i.e.the teacher graduates) and interviews with the heads of the schools. A surveyquestionnaire that represents the views of the participants on the performance andquality of the teacher graduates and the pre-service teacher education invites the useof quantitative method. It is hoped that a triangulation of the different types of data would grant the data the reliability that it needs.
 Teacher graduates belong to two strands: one is B. Ed Secondary who teach insecondary level while the other is B. Ed Primary strand who teach in the primary level. The selection of participants of this study will be based on where the new teachergraduates from 2002 are deployed. The reason for selecting 2002 is that NIE Paro had sent out its first B. Ed batch in that year and they have started working in the schools since July 2002. The participants will also include the head teachers and other English teachers in the same school where our graduates have been teaching. There are course modules in the NIEs to study. The schools would have minutes of themeetings of the teacher education board, and other relevant documents whereverpossible. These documents will be studied. Lesson plans, students’ notes and home works will also be included in the review.
Time Schedule
 The New Year (2004) brings in new challenges along with the launching of the STEPproject. Along with this, the review of the pre-service teacher education is necessary.Before the review of the curriculum, it is necessary to understand the needs of the fieldas well as how the teacher graduates are doing after leaving the course. The result of this study will therefore be very crucial in providing a direction to the new ventures inline during 2004.
A Tracer Study on the First Batch of B Ed Graduates of NIE Paro
The Tracer Study on B. Ed Graduates of July 2002
In the move to trace how many graduates are deployed in which d
, I tried tokeep a record of the number. For clarity, the number is subdivided into male andfemale as shown in the graph given below: The Tracer Study on the first batch of B. Ed graduates of NIE Paro who graduated in July 2002:
Dzongkhag wise distribution of the B.Ed graduates of NIE Paro
   N  o .  o   f  g  r  a   d  u  a   t  e  s
Male- 28Female- 30Total- 58
Except for Dagana, Gasa, Punakha and Haa
, the B. Ed graduates of  July 2002 are deployed in various schools in sixteen
across thecountry.2.
 Ten of them are in Trashigang
alone.During the research, it wasn’t possible to visit all the graduates in all the d
 for want of time. However, the schools which were visited are reflected in the graphgiven below:
Interaction with the schools where the B. Ed graduates of NIE Paro are deployed
  T  r  a s  h  i  g   a  n  g   P  a  r o  W  /  P  h o  d  r  a  n  g   S  a  r  p  a  n  g   T  /  Y  a  n  g   t s e  Z e  m  g   a  n  g   B  u  m  t  h  a  n  g   P  /  G  a  t s  h e  l  S  a  m  t s e  L  h  u  n  t s e  M o  n  g   g   a  r  T  r o  n  g  s  a  T  h  i  m  p  h  u  C  h  h  u  k  h  a  T s e  r  a  n  g   S  /  J o  n  g   k  h  a  r
   N  o .   O   f  s   h  o  o   l  s  n  o   t   /  v   i  s   i   t  e   d
No. ofchools visitedTotal schools

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