Evaluating the Effectiveness of a Palestinian Teacher Training Program through the Stalling Classroom Observation Method
Bibliographic record
Abstract
Objective: This study aimed at evaluating the impact of training Palestinian teachers who teach in the early basic stage (Grades from 1 to 4) through Teacher Education Improvement - After Funding (TEIP-AF) project. Methodology: he studies followed a descriptive and experimental methodology. It utilized the Stalling Observation system to study various types of classroom interactions and the Palestinian Teacher Professional Development Index (PTPDI) to assess the competences teachers gained after training on the TEIP-AF project. The study population consisted of all teachers who were qualified in accordance with the teacher education strategy in Palestine and. The study sample was randomly selected from the study population and consisted of 31 male and female teachers who were participated in (TEIP-AF) in the academic year (2018/2019), and 31 teachers who were not involved in (TEIP-AF) training. Result: The results showed that teachers’ teaching practices were not affected by (TEIP-AF) training activities except for one practice which was using the assessment outcomes to inform instructional planning. Recommendations: 1) Acknowledging that each teacher possesses a distinct teaching philosophy influencing their instructional methods, it is imperative that upcoming in-service training initiatives incorporate elements aimed at evolving teaching philosophies and styles within their training exercises. 2) It is important to perform follow-up evaluation studies to learn more about the viability of in-service teacher preparation programs’ impacts. Future initiatives for in-service teacher training should be better informed by evaluation results. 3) Linking the evaluation results with an advanced program of teacher incentives in order to reinforce teachers delivering their teaching in accordance with the requirements of the in-service teacher training programs. الهدف: هدفت هذه الدراسة إلى تقييم تأثير تدريب المعلمين الفلسطينيين الذين يدرّسون في المرحلة الأساسية المبكرة (من الصف الأول إلى الصف الرابع) من خلال مشروع تحسين التعليم للمعلمين - بعد التمويل (TEIP-AF). المنهجية: اتبعت الدراسة منهجية وصفية وتجريبية، واستخدمت نظام ملاحظة ستالينج لدراسة أنواع مختلفة من التفاعلات الصفية ومؤشر تطوير المهني للمعلمين الفلسطينيين (PTPDI) لتقييم الكفاءات التي اكتسبها المعلمون بعد التدريب على مشروع TEIP-AF ، وتكونت عينة الدراسة من جميع المعلمين المؤهلين وفقًا لاستراتيجية تعليم المعلمين في فلسطين، وتم اختيار العينة عشوائيًا من هذه المجموعة، وشملت 31 معلمًا ومعلمة شاركوا في مشروع TEIP-AF في العام الدراسي (2018/2019)، و31 معلمًا لم يشاركوا في تدريب. النتائج: أظهرت النتائج أن ممارسات التدريس لدى المعلمين لم تتأثر بأنشطة تدريب TEIP-AF باستثناء ممارسة واحدة وهي استخدام نتائج التقييم في توجيه التخطيط التعليمي. التوصيات: 1) مع الاعتراف بأن كل معلم يمتلك فلسفة تعليمية مميزة تؤثر على طرقه في التدريس، من الضروري أن تشمل المبادرات القادمة للتدريب أثناء الخدمة عناصر تهدف إلى تطوير الفلسفات والأساليب التعليمية ضمن تمارين التدريب الخاصة بها. 2) من المهم إجراء دراسات تقييم متابعة للتعرف على مدى فعالية تأثير برامج إعداد المعلمين أثناء الخدمة. يجب أن تكون المبادرات المستقبلية لتدريب المعلمين أثناء الخدمة مستندة بشكل أفضل إلى نتائج التقييم. 3) ربط نتائج التقييم ببرنامج متقدم لتحفيز المعلمين من أجل تعزيز تقديمهم للتدريس بما يتماشى مع متطلبات برامج تدريب المعلمين أثناء الخدمة.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.020 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".