Evaluating Teacher Preparation for Reflective Practice and Community Engagement: An Analysis of Assessment Skills and Community-Focused Curriculum for Trainee Teachers
This study investigates the adequacy of teacher preparation programs in equipping future educators with assessment skills and a curriculum orientation conducive to reflective practice and community engagement. Using directed content analysis, the research examines a four-year B.Ed. program curriculum against established frameworks from UNESCO and national education authorities. Results indicate that while cognitive and instructional competencies are well supported, the curriculum lacks sufficient focus on developing social-emotional and behavioral skills essential for reflective teaching and community involvement. The study findings show two main themes. Among these themes, one was for assessment of teaching/reflective practice. This main theme includes 6 sub-themes that were, evaluating instruction, knowledge & skills for assessing learning outcomes, evaluating lesson plans, assessing learning environment, evaluating curriculum, and improving instruction/reflective teaching. The other main theme was community involvement. This theme also includes 3 sub-themes that were, community-based projects, raising awareness, and collaboration. The research addresses the need for a more comprehensive approach to teacher preparation that incorporates critical thinking, active community participation, and continuous reflective practice.
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