To evaluate the external effectiveness of initial teacher training in PE, generally:
- Define Evaluation Criteria:
a. Identify key performance indicators (KPIs) for effective PE teacher training.
b. Criteria may include teaching methods, subject knowledge, communication skills, and ability to integrate technology.
- Engage Stakeholders:
a. Consult with teachers, students, parents, and educational authorities.
b. Gather feedback on the perceived effectiveness of the training program.
- Observations:
a. Conduct observations of PE classes taught by recently trained teachers.
b. Assess instructional methods, class management, and student engagement.
- Assess Teacher Knowledge:
a. Evaluate teachers' understanding of PE concepts and curriculum.
b. Use standardized tests or assessments to measure subject-specific knowledge.
- Professional Development Opportunities:
a. Explore if teachers have access to ongoing professional development.
b. Assess the impact of continued learning on teaching practices.
- Student Performance:
a. Evaluate students' performance in PE classes.
b. Consider the correlation between teacher training quality and student outcomes.
- Program Resources:
a. Assess the availability and quality of resources provided during the training.
b. Ensure teachers have access to necessary materials and equipment.
- objective assessment :
a. Examine how well the teacher training aligns with national education objectives.
b. Ensure the curriculum meets the needs of Moroccan schools.
- Continuous Feedback Mechanism:
a. Implement a system for continuous feedback from teachers and schools.
b. Use this feedback to make necessary adjustments to the training program.