CIET | Online Survey of Research in Education

Carri, Remith George. (2012). PROCESS INDICATORS THAT ARE CRITICAL TO THE QUALITY OF TEACHER EDUCATION PROGRAMME – AN EXPLORATORY STUDY. Unpublished. Ph.D., Teacher Education. University of Mysore.

1. To arrive at a consolidated set of process indicators of quality teacher education programme by a study of

a. Various process indicators published by organisations dealing with quality assurance in teacher education programme.

b. Research studies on teacher education particularly dealing with quality of teacher education programme.

c. Theories of teaching learning

2. To develop a set of perceived process indicators of quality teacher education programme based on the ‘perception’ of experts in the field of education.

3. To develop a set of practiced process indicators from the set of perceived process indicators based on the inputs provided by the teacher educators of the institutions with proven excellence.

4. To formulate a set of process indicators that are critical to the quality of teacher education programme from the ‘practiced’ process indicators suggested by various teacher educators of teacher education institutions with proven excellence.

38 Experts in the field of teacher education and 35 teacher educators working in A+ (A as per CGPA system) accredited B.Ed. colleges of South India

Perceived set of process indicators
Practiced set of process indicators

(Both were developed by the researcher to arrive at a set of critical process indicators)

The study, because of its specific nature, could not be perfectly fixed in to any specific design. To a certain extent, the methodological design fell under exploratory research, which is a broad-ranging, purposive, systematic, and prearranged undertaking (Given, 2008). This design is intentional and multistage. Systematic data collection pattern was adopted to maximise discovery of generalisations based on description and every effort had been taken for direct understanding of the scenario under consideration. The study had characteristics of collaborative research and appreciative inquiry method (Given, 2008). The study also used analytical methods in due course wherever found necessary.

Content Validity Ratio (CVR) and Content Validity Index (CVI) put forward by Lawshe (1975) was used in this study. It is a method for identifying the agreement among raters or judges regarding how essential a particular item is.

35 process indicators were identified under 13 processes as regularly practiced by all the selected teacher education institutions with proven excellence across the southern region of the country. Hence it was concluded that these indicators must have a significant contribution to the overall quality of the programme, since those indicators were present in all the excellent institutions accredited with similar grades by same body. If a teacher education institution wants to assess their programme’s quality, they can use these indicators, since it was already identified that these indicators were having significant contribution to the overall quality of a teacher education programme. This led to the conclusion that these indicators are critical contributors to the overall quality of teacher education programme and hence could be helpful to assess the quality of any of the teacher education institutions in this region. The set of these 35 process indicators identified under 13 processes were considered as the ‘process indicators that are critical to the quality of teacher education programme’.

Critical process indicators that contribute to the quality of teacher education programme (B.Ed.) were identified
It can be used by any institutions for their SWOT analysis and to develop a quality culture in an instituition
Can be used by quality assurance agencies as a tool for measuring the quality of an institution but with a reduced number of indicators and effort
The set of indicators identified can be used for further research

Keyword(s): Quality, Quality Indicators, Process Indicators