LANGUAGE IN INDIA

Training Dilemma: Analysis of Positive/Negative Feedback from the Workplace Setting in Pakistan

Zafar Iqabl Khattak, M.A., Ph.D. Scholar
Muhammad Gulfraz Abbasi, M.A., Ph.D. Scholar
Mujahid Shah, M.A., M.Phil. Scholar
Sayyam bin Saeed, M.A.

Abstract

Training courses usually enhance the proficiency of the trainees, be they of any field or of any area. Teaching, especially English language teaching, requires sustained training programs keeping in view the significance of English in the world in general and in the developing countries, in particular.

In Pakistan, HEC has launched ELTR (English Language Teaching Reforms) Project in 2004 to upgrade and update the efficiency of the teachers to exploit the latest methods of teaching English. But the objective conditions in our educational institutions perhaps do not fully provide the trained people to apply what they have learnt. However, there is no denying the fact that training does improve the efficacy of teachers in their respective institutions despite their facing least conducive environment.

The present paper seeks the views of the heads of the institutions as feedback regarding the performance of the trained teachers. The paper looks at the provided feedback and analyses the progress of the trained English language teachers, keeping in view the hurdles which they encounter while teaching in their respective colleges.

The analysis of the qualitative data collected through semi-structured interviews reveals that the training courses had been found partly effective. Perhaps this has been due to the fact that there usually remains a huge gap in the training and workplace settings. The trained teachers mostly are deprived of the state-of-the-art facilities that may be considered pre-requisites for the utilization of the courses. The trained teachers are made aware of the theoretical importance of the content, but they do not usually practice the methods and techniques they do learn.

Introduction

It is a generally acknowledged fact that, in order to make an educational process more viable or to improve its quality, the role of teachers, the quality of their preparation and professional excellence are very vital. Quality improvement in the educational process depends upon the process of professional development of teachers (Edge 2005; Sharma 1993; Avalos 1991). Similarly, it is also generally observed that teachers cannot play any of the assigned roles effectively unless they are provided with the opportunities to undergo quality professional development program(s).

Since teaching is a lifetime profession and there is a rapid explosion of knowledge, it is not sufficient to provide professional development to teachers once in their life span. Therefore, continuous education of teachers has become necessary (Richards and Farrell 2005; Thomas 1993).

The existing need for such an on-going professional development of English language teachers in Pakistan, at almost all levels, is no exception to the whole scenario of teacher education. Unfortunately, in Pakistan's educational context, it has generally been observed over the years that a significant proportion of the university/college ELT faculty has usually been kept deprived of professional development opportunities and networks that are crucial for the successful teaching outcomes at higher level.

Since its inception, the Higher Education Commission (HEC) of Pakistan has provided professional improvement facilities to college/university level teachers in different disciplines. For example, it has started English Language Teaching Reforms (ELTR) Project to bring qualitative improvement in English Language Teaching, and to build opportunities for sustainable progress of English Language teachers.

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