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Teachers Education Improvement Project

Focus groups analysis

The Questions of Focus Group for head teachers and supervisors:

 What are the axes that the training program should focus on? o Do you have any prospection for special subjects that the training program should include? o Do you have any prospection for general subjects that the training program should include?  What are the suggested techniques for implementation the program?  What are the suggested roles for the head principal / or the supervisor in case of following up the achievement of program’s aims?  What are the factors (such as: logistics, facilities…etc) that help the teachers succeeded in implementing what they have trained on in the school?  What such a program can achieve to you as a principal/ or supervisor?  Are there any suggestions that may achieve success to such a training program in the universities?

Meetings Teachers of Class (1. Training needs (questions 1-3) 2. . Obstacles ( 7-8-9) Training needs: 1.4)  What are the axes that you prefer the training program should focus on?  What do you need from the school/ or ministry to help you joining the program?  What do you think that such improvement program may achieve to you?  What is the technique that you prefer to implement the program?  What time do you think is suitable for implementing the program?  What kind of following up techniques do you suggest to achieve the programs’ goals?  What are the problems that you face when you teach classes from (1-4)?  What are the problems that you face when you teach the curricula?  What are the problems that you face with students and you are looking for instructions to help you to solve them? These questions had been divided into three domains: 1. Logistics ( questions 2-4-5-6) 3.Content.

Content. 4. 5. NIET matched these needs to the core competencies.Writing worksheets. 12. the results were:  Facilitating student-centered teaching and learning. 18.Learning difficulties.Dealing with individual differences.Hand writing. 11.Learner‘s growth properties.Class management. 2. 6.Teaching methodology. 20.Content analysis. 16. 17. building exams.Using audiovisuals.2. 15.Learning transfer. 13.Ethics of teaching profession. 19.Teaching Reading comprehension. . 14. 8.Educational research. 9. 1.Critical and creative thinking. 3. 7.Attitudes and values.Using ICT in teaching.Content analysis.Self evaluation.Linking learning with reality.Assessment and evaluation methods. 10.

Hand writing.Learning transfer. Linking learning with reality. Designing teaching learning materials and resources and utilizing them.   Building up partnership within and outside the school.Teaching Reading comprehension. Writing worksheets. Learning difficulties Learner‘s growth properties. 1. 5. 2. Self-evaluation. 7.   Seeking for Continuous Professional development. .Class management.  Using audiovisuals. Using ICT in teaching. Assessment and evaluation methods. 6. Monitoring and evaluating the teaching and learning process and its outcomes.Dealing with individual differences.3. 4. 3. Contribute creating safe and effective learning environment in the school. Teaching methodology. building exams. Educational research.

Heavy load on teachers. Obstacles: Crowded classes. Counseling and guiding for learners. Lake of technology resources in the schools . Providing help to each teacher (teacher assistants). Reducing the load of the teachers. Crowded curricula. Resource rooms in the schools are not enough. Learning difficulties. Logistics: The participants agreed upon some logistics for the implementation of the program: Training should take place on Saturdays and on summer vacation or after noon classes. Depending on the concept of ‘School as a training unit’ in the training. Ethics of teaching profession. Intensive paper work. Universities grant the certificate.