Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 18 Sayı: 76, 113 - 124, 31.07.2018

Öz

Kaynakça

  • Czerniawski, G., Gray, D., MacPhail, A., Bain, Y., Conway, P., & Guberman, A. (2018). The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching, 44(2), 133–148. https://doi.org/10.1080/02607476.2017.1422590
  • Dodhy, M. (2016). 76% of employers not satisfied with the quality of Pakistani graduates, new survey. Retrieved December 23, 2017, from https://www.techjuice.pk/76-of-employers-not-satisfied-with-the-quality-of-pakistani-graduates-new-survey/
  • Futerman, R. (2017). “Design thinking” can prepare graduates for the real working world. Retrieved August 8, 2017, from http://theconversation.com/design-thinking-can-prepare-graduates-for-the-real-working-world-72509
  • Glover, P., & Hope, H. (2015). Preparing for tomorrow’s world of work. Technology, Globalisation and the Future of Work in Europe: Essays on Employment in a Digitised Economy, 42–47.
  • Government of Pakistan. (2009). National Professional Standards for Teachers in Pakistan. Policy of Planning wining, Ministry of Education. Retrieved from http://unesco.org.pk/education/teachereducation/files/National%20Professional%20Standards%20for%20Teachers.pdf
  • Grant Thornton Consulting (Pvt.) Limited. (2016). Final Report: Employers’ Perception Survey (pp. 30–36). Islamabad: HEC. Retrieved from http://hec.gov.pk/english/universities/projects/TESP/Documents/Employers%20Perception%20Survey_May%202016.pdf
  • Hegji, A. (2017). An Overview of Accreditation of Higher Education in the United States (No. R43826). Congressional Research Service. Retrieved from https://fas.org/sgp/crs/misc/R43826.pdf
  • Kaushal, U. (2016). Empowering engineering students through employability skills. Higher Learning Research Communications, 6(4), 1.
  • Khattak, K. (2016). Mapping Higher Education in Pakistan. Retrieved August 31, 2016, from http://www.technologyreview.pk/mapping-higher-education-in-pakistan/
  • Li, T. (2015). Required graduate attributes in Hong Kong and their relative importance. European Scientific Journal, ESJ, 11(34). Retrieved from http://eujournal.org/index.php/esj/article/view/6747
  • Marsh, J. D., & De Luca, R. J. (2016). Transformative insights: A synthesis of threshold concept theory and graduate attributes. Waikato Journal of Education, 21(1). Retrieved from http://www.wje.org.nz/index.php/WJE/article/view/208
  • McInerney, D. M., Korpershoek, H., Wang, H., & Morin, A. J. S. (2018). Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. Teaching and Teacher Education, 71, 145–158. https://doi.org/10.1016/j.tate.2017.12.020
  • Najafi-Sharjabad, F., Hajivandi, A., & Rayani, M. (2014). Knowledge, Attitude, and Practice about Emergency Contraception among Health Staff in Bushehr State, South of Iran. Global Journal of Health Science, 6(1), 52. https://doi.org/10.5539/gjhs.v6n1p52
  • Nassef, I. (2016). An Investigation into the improvement of graduate attributes within the Egyptian university sector. International E-Journal of Advances in Education, 2(4). Retrieved from http://eprints.bournemouth.ac.uk/22560/
  • National Professional Standards for Teachers in Pakistan. (2009). Islamabad, Government of Pakistan. Retrieved from http://unesco.org.pk/education/teachereducation/files/National%20Professional%20Standards%20for%20Teachers.pdf
  • Naveed, H. (2017). Quality, not quantity. Retrieved December 23, 2017, from https://www.dawn.com/news/1334644 Oladokun, T. T., & Olaleye, A. (2018). Bridging skill gap in real estate education in Nigeria. Pacific Rim Property Research Journal, 24(1), 17–34. https://doi.org/10.1080/14445921.2017.1409153
  • Oliver, B., & Jorre de St Jorre, T. (2018). Graduate attributes for 2020 and beyond: recommendations for Australian higher education providers. Higher Education Research & Development, 37(4), 821–836. https://doi.org/10.1080/07294360.2018.1446415
  • Osmani, M., Weerakkody, V., & Hindi, N. (2017). Graduate attributes in higher education: Examining academics’ perception in the Middle East. Journal of Education for Business, 92(2), 53–64. https://doi.org/10.1080/08832323.2016.1274713
  • Popham, W. J. (1978). Criterion-referenced measurement. Englewood Cliffs, N.J.: Prentice-Hall.
  • Révai, N. (2018). What Difference Do Standards Make to Educating Teachers? Organisation for Economic Co-Operation and Development, 70.
  • Rowe, A. D. (2017). Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning, 18.
  • Shahbaz, M. M. (2016). Academia-Industry Linkages Gap Analysis Survey, 2–10. Retrieved from https://propakistani.pk/wp-content/uploads/2016/08/Survey_Report.pdf
  • Shivoro, R. S. (2018). A framework for the integration of graduate employability attributes in the curricula of management sciences at higher education institutions in Namibia. The University of Namibia, Namibia.
  • Sin, C., Tavares, O., & Amaral, A. (2017). The impact of programme accreditation on Portuguese higher education provision. Assessment & Evaluation in Higher Education, 42(6), 860–871. https://doi.org/10.1080/02602938.2016.1203860
  • Sonnenschein, K., Barker, M., & Hibbins, R. (2017). Chinese international students’ perceptions of and reflections on graduate attributes needed in entry-level positions in the Chinese hotel industry. Journal of Hospitality and Tourism Management, 30, 39–46. https://doi.org/10.1016/j.jhtm.2017.01.008
  • The Quality Assurance Agency for Higher Education. (2016). Thematic Report on Enhancement-led Institutional Review (ELIR) Reports 2013-16: Employability and Graduate Attributes (No. QAA1578) (p. 28). England. Retrieved from http://www.qaa.ac.uk/en/Publications/Documents/Thematic-Report-ELIR-Employability-and-Graduate-Attributes-15.pdf
  • Williams, S. C., Morton, D. J., Braun, B. I., Longo, B. A., & Baker, D. W. (2017). Comparing Public Quality Ratings for Accredited and Nonaccredited Nursing Homes. Journal of the American Medical Directors Association, 18(1), 24–29. https://doi.org/10.1016/j.jamda.2016.07.025

Gaps between Acquired and Required Teacher Education Graduate Attributes: Does Accreditation Influence in Pakistan?

Yıl 2018, Cilt: 18 Sayı: 76, 113 - 124, 31.07.2018

Öz

Purpose: The major purpose of the present study was to identify the gaps between acquired and required graduate attributes of pass out graduates of teacher education programs in Pakistan and investigate the influence of program accreditation on these gaps. Research Method: A quantitative research method was used to achieve the research objectives. 160 graduates of the accredited and non-accredited master level teacher education programs associated with 24 different universities in Punjab and Islamabad Capital Territory participated in the study. A questionnaire based on national professional standards for teachers (NPSTs) in Pakistan was developed to collect the data.

Findings: The study demonstrates that the participants’ acquired attributes do not match the required attributes of their job. The gaps between acquired and required graduates’ attributes are comparatively smaller among the graduates of accredited programs. The study supports the positive effects of accreditation on the output of teacher education programs. Implications for Research and Practice: The findings of this study strengthen the idea that a well framed accreditation mechanism positively influences the products of professional programs. Further research may be conducted on making teacher education accreditation programs more effective in Pakistan with respect to the graduate attributes.

Kaynakça

  • Czerniawski, G., Gray, D., MacPhail, A., Bain, Y., Conway, P., & Guberman, A. (2018). The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching, 44(2), 133–148. https://doi.org/10.1080/02607476.2017.1422590
  • Dodhy, M. (2016). 76% of employers not satisfied with the quality of Pakistani graduates, new survey. Retrieved December 23, 2017, from https://www.techjuice.pk/76-of-employers-not-satisfied-with-the-quality-of-pakistani-graduates-new-survey/
  • Futerman, R. (2017). “Design thinking” can prepare graduates for the real working world. Retrieved August 8, 2017, from http://theconversation.com/design-thinking-can-prepare-graduates-for-the-real-working-world-72509
  • Glover, P., & Hope, H. (2015). Preparing for tomorrow’s world of work. Technology, Globalisation and the Future of Work in Europe: Essays on Employment in a Digitised Economy, 42–47.
  • Government of Pakistan. (2009). National Professional Standards for Teachers in Pakistan. Policy of Planning wining, Ministry of Education. Retrieved from http://unesco.org.pk/education/teachereducation/files/National%20Professional%20Standards%20for%20Teachers.pdf
  • Grant Thornton Consulting (Pvt.) Limited. (2016). Final Report: Employers’ Perception Survey (pp. 30–36). Islamabad: HEC. Retrieved from http://hec.gov.pk/english/universities/projects/TESP/Documents/Employers%20Perception%20Survey_May%202016.pdf
  • Hegji, A. (2017). An Overview of Accreditation of Higher Education in the United States (No. R43826). Congressional Research Service. Retrieved from https://fas.org/sgp/crs/misc/R43826.pdf
  • Kaushal, U. (2016). Empowering engineering students through employability skills. Higher Learning Research Communications, 6(4), 1.
  • Khattak, K. (2016). Mapping Higher Education in Pakistan. Retrieved August 31, 2016, from http://www.technologyreview.pk/mapping-higher-education-in-pakistan/
  • Li, T. (2015). Required graduate attributes in Hong Kong and their relative importance. European Scientific Journal, ESJ, 11(34). Retrieved from http://eujournal.org/index.php/esj/article/view/6747
  • Marsh, J. D., & De Luca, R. J. (2016). Transformative insights: A synthesis of threshold concept theory and graduate attributes. Waikato Journal of Education, 21(1). Retrieved from http://www.wje.org.nz/index.php/WJE/article/view/208
  • McInerney, D. M., Korpershoek, H., Wang, H., & Morin, A. J. S. (2018). Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. Teaching and Teacher Education, 71, 145–158. https://doi.org/10.1016/j.tate.2017.12.020
  • Najafi-Sharjabad, F., Hajivandi, A., & Rayani, M. (2014). Knowledge, Attitude, and Practice about Emergency Contraception among Health Staff in Bushehr State, South of Iran. Global Journal of Health Science, 6(1), 52. https://doi.org/10.5539/gjhs.v6n1p52
  • Nassef, I. (2016). An Investigation into the improvement of graduate attributes within the Egyptian university sector. International E-Journal of Advances in Education, 2(4). Retrieved from http://eprints.bournemouth.ac.uk/22560/
  • National Professional Standards for Teachers in Pakistan. (2009). Islamabad, Government of Pakistan. Retrieved from http://unesco.org.pk/education/teachereducation/files/National%20Professional%20Standards%20for%20Teachers.pdf
  • Naveed, H. (2017). Quality, not quantity. Retrieved December 23, 2017, from https://www.dawn.com/news/1334644 Oladokun, T. T., & Olaleye, A. (2018). Bridging skill gap in real estate education in Nigeria. Pacific Rim Property Research Journal, 24(1), 17–34. https://doi.org/10.1080/14445921.2017.1409153
  • Oliver, B., & Jorre de St Jorre, T. (2018). Graduate attributes for 2020 and beyond: recommendations for Australian higher education providers. Higher Education Research & Development, 37(4), 821–836. https://doi.org/10.1080/07294360.2018.1446415
  • Osmani, M., Weerakkody, V., & Hindi, N. (2017). Graduate attributes in higher education: Examining academics’ perception in the Middle East. Journal of Education for Business, 92(2), 53–64. https://doi.org/10.1080/08832323.2016.1274713
  • Popham, W. J. (1978). Criterion-referenced measurement. Englewood Cliffs, N.J.: Prentice-Hall.
  • Révai, N. (2018). What Difference Do Standards Make to Educating Teachers? Organisation for Economic Co-Operation and Development, 70.
  • Rowe, A. D. (2017). Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning, 18.
  • Shahbaz, M. M. (2016). Academia-Industry Linkages Gap Analysis Survey, 2–10. Retrieved from https://propakistani.pk/wp-content/uploads/2016/08/Survey_Report.pdf
  • Shivoro, R. S. (2018). A framework for the integration of graduate employability attributes in the curricula of management sciences at higher education institutions in Namibia. The University of Namibia, Namibia.
  • Sin, C., Tavares, O., & Amaral, A. (2017). The impact of programme accreditation on Portuguese higher education provision. Assessment & Evaluation in Higher Education, 42(6), 860–871. https://doi.org/10.1080/02602938.2016.1203860
  • Sonnenschein, K., Barker, M., & Hibbins, R. (2017). Chinese international students’ perceptions of and reflections on graduate attributes needed in entry-level positions in the Chinese hotel industry. Journal of Hospitality and Tourism Management, 30, 39–46. https://doi.org/10.1016/j.jhtm.2017.01.008
  • The Quality Assurance Agency for Higher Education. (2016). Thematic Report on Enhancement-led Institutional Review (ELIR) Reports 2013-16: Employability and Graduate Attributes (No. QAA1578) (p. 28). England. Retrieved from http://www.qaa.ac.uk/en/Publications/Documents/Thematic-Report-ELIR-Employability-and-Graduate-Attributes-15.pdf
  • Williams, S. C., Morton, D. J., Braun, B. I., Longo, B. A., & Baker, D. W. (2017). Comparing Public Quality Ratings for Accredited and Nonaccredited Nursing Homes. Journal of the American Medical Directors Association, 18(1), 24–29. https://doi.org/10.1016/j.jamda.2016.07.025
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Muhammad Ayub Buzdar Bu kişi benim

Hina Jalal Bu kişi benim

Muhammad Naeem Mohsın Bu kişi benim

Yayımlanma Tarihi 31 Temmuz 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 18 Sayı: 76

Kaynak Göster

APA Buzdar, M. A., Jalal, H., & Mohsın, M. N. (2018). Gaps between Acquired and Required Teacher Education Graduate Attributes: Does Accreditation Influence in Pakistan?. Eurasian Journal of Educational Research, 18(76), 113-124.
AMA Buzdar MA, Jalal H, Mohsın MN. Gaps between Acquired and Required Teacher Education Graduate Attributes: Does Accreditation Influence in Pakistan?. Eurasian Journal of Educational Research. Temmuz 2018;18(76):113-124.
Chicago Buzdar, Muhammad Ayub, Hina Jalal, ve Muhammad Naeem Mohsın. “Gaps Between Acquired and Required Teacher Education Graduate Attributes: Does Accreditation Influence in Pakistan?”. Eurasian Journal of Educational Research 18, sy. 76 (Temmuz 2018): 113-24.
EndNote Buzdar MA, Jalal H, Mohsın MN (01 Temmuz 2018) Gaps between Acquired and Required Teacher Education Graduate Attributes: Does Accreditation Influence in Pakistan?. Eurasian Journal of Educational Research 18 76 113–124.
IEEE M. A. Buzdar, H. Jalal, ve M. N. Mohsın, “Gaps between Acquired and Required Teacher Education Graduate Attributes: Does Accreditation Influence in Pakistan?”, Eurasian Journal of Educational Research, c. 18, sy. 76, ss. 113–124, 2018.
ISNAD Buzdar, Muhammad Ayub vd. “Gaps Between Acquired and Required Teacher Education Graduate Attributes: Does Accreditation Influence in Pakistan?”. Eurasian Journal of Educational Research 18/76 (Temmuz 2018), 113-124.
JAMA Buzdar MA, Jalal H, Mohsın MN. Gaps between Acquired and Required Teacher Education Graduate Attributes: Does Accreditation Influence in Pakistan?. Eurasian Journal of Educational Research. 2018;18:113–124.
MLA Buzdar, Muhammad Ayub vd. “Gaps Between Acquired and Required Teacher Education Graduate Attributes: Does Accreditation Influence in Pakistan?”. Eurasian Journal of Educational Research, c. 18, sy. 76, 2018, ss. 113-24.
Vancouver Buzdar MA, Jalal H, Mohsın MN. Gaps between Acquired and Required Teacher Education Graduate Attributes: Does Accreditation Influence in Pakistan?. Eurasian Journal of Educational Research. 2018;18(76):113-24.