Assessing English speaking skills of prospective teachers at entry and graduation level in teacher education program

Abstract

The development of Spoken English in Pakistani teachers training institutions working in public sector has never been assessed. This study explores the extent of improvement in English speaking skills among prospective teachers of one year teacher education program at three public sector universities in Punjab, Pakistan, where English is the medium of instruction, like all other public sector universities in Pakistan. The sample for this study consisted of 206 prospective teachers (131 entry and 75 graduation level). The unequal number of prospective teachers at entry and graduation level was due to difference in intake. The prospective teachers were called one by one and were assessed using the Fairfax County Rating Scale. The data were analyzed quantitatively. It was concluded that no significant improvement occurs in the English speaking skills of the prospective teachers during the teacher education program offered in departments of Education working in the public sector universities.