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.
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 “
” 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.
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.