This work sets to explore the implementation and the effectiveness of a distance teacher education program（B.Ed-1.5 years）,offered by Allama Iqbal Open University（AIOU）in Pakistan.It was conducted at District Okara,Punjab province and samples were recent graduates of AIOU teacher education program,tutors of AIOU,dropouts and school heads.According to the National Accreditation Council for Teacher Education（NACTE,2015）,the Allama Iqbal Open University（AIOU）is the largest teacher training institut... 

【文章來源】：東北師范大學(xué)吉林省 211工程院校 教育部直屬院校

【文章頁數(shù)】：243 頁

【學(xué)位級別】：博士

【文章目錄】：
Abstract
Acknowledgements
List of Acronyms
CHAPTER 1:INTRODUCTION
    1.1 Introduction
    1.2 Background of the Problem
        1.2.1 Distance Education
        1.2.2 Distance Education in Pakistan
        1.2.3 National Accreditation Council for Teacher Education（NACTE）
        1.2.4 New Teacher Education Roadmap
        1.2.5 Bachelor of Education（B.Ed）
    1.3 Statement of the Problem
    1.4 Objectives of the Study
    1.5 Research Questions
    1.6 The Rationale of the Study
    1.7 The Significance of the Study
    1.8 The Scope of the Study
    1.9 Definition of Key Terms/Concepts Used in this Study
        1.9.1 Distance Education and Related Terms
    1.10 Structure and Organization of the Dissertation
CHAPTER 2:CONTEXT OF THE STUDY
    2.1 Islamic Republic of Pakistan
    2.2 Educational System in Pakistan
    2.3 Teacher Education System in Pakistan
    2.4 The Context of Teacher Education Reforms in Pakistan Education Policy
        2.4.1 Improving Teacher Quality
        2.4.2 Policy Action
    2.5 Present Situation
        2.5.1 New Teacher Education Road Map in Pakistan
    2.6 A Brief Description of the Selected Region
        2.6.1 District Okara
    2.7 The Development of Distance Education in Pakistan
    2.8 Allama Iqbal Open University Islamabad Pakistan（AIOU）
        2.8.1 Pedagogies and Structure of Degree Programs at AIOU
        2.8.2 Modes of Delivery
        2.8.3 Learning Assessment
        2.8.4 AIOU’s Teacher Education Programs
        2.8.5 Bachelor of Education（B.Ed1-1/2-Years）
        2.8.6 Eligibility Criteria& Selection Process
        2.8.7 Comparatively Enrollment Trend
        2.8.8 Teaching Methodology
        2.8.9 Semester-Wise Breakup of Scheme of Studies
    2.9 Summary
CHAPTER 3:REVIEW OF RELATED LITERATURE
    3.1 Distance Education（DE）
        3.1.1 Distance Learning
        3.1.2 Characteristics of Distance education
        3.1.3 Six Essential Features（Keegan,1980）of Distance Education
        3.1.4 Systematic Design and Development of Distance Education
    3.2 Teacher Training Through Distance Education
        3.2.1 Issues and Problems in Distance Education
        3.2.2 Research Studies on Distance Education in Pakistan
    3.3 Issues and Problems in Teacher Education in Pakistan
    3.4 Theory and Practice in Teacher Education
    3.5 Effects of Marketing on Teacher Education in Pakistan
    3.6 Effectiveness in Educational Programs
        3.6.1 Effectiveness in Teacher Preparation Programs
    3.7 Quality Concerns in Education
        3.7.1 Quality Indicators
        3.7.2 Quality Assurance in Distance Education
    3.8 Standards-Based Education
        3.8.1 National Professional Standards for Teachers in Pakistan
    3.9 Using Surveys to Evaluate Teacher Education Programs
    3.10 Evaluation
        3.10.1 Theoretical Framework
        3.10.2 Program Evaluation
        3.10.3 The Goals of Evaluation
        3.10.4 Evaluation of Distance Education
        3.10.5 Formative Versus Summative Evaluations
        3.10.6 Evaluation Design
        3.10.7 Evaluation Models
        3.10.8 Subjectivity or Objectivity in Evaluation
    3.11 Criteria for Evaluation:
    3.12 CIPP Model by Stufflebeam
        3.12.1 Components of the CIPP Model
    3.13 The Conceptual Framework- Implementation and the Effectiveness of Distance Teacher Education Program
    3.14 Summary
CHAPTER 4:METHODOLOGY
    4.1 Research Design
        4.1.1 Mixed Methods Research Design
    4.2 The Population of the Study and Sampling Procedures
        4.2.1 Quantitative Phase
        4.2.2 Qualitative Phase
        4.2.3 School Heads'Selection Criteria
        4.2.4 AIOU Registered Tutors'Selection Criteria
        4.2.5 Drop Outs（Program）Selection Criteria
        4.2.6 Demographic Information of the Interviewees
    4.3 Data Collection Methods and Instruments
        4.3.1 Survey
        4.3.2 Interviews
    4.4 Data Collection
        4.4.1 Data Collection Procedure of Quantitative Phase
        4.4.2 Data Collection Procedure of Qualitative Phase
        4.4.3 Document Review
    4.5 Data Analysis
        4.5.1 Quantitative Analysis
        4.5.2 Qualitative Analysis
    4.6 Ethical Considerations
        4.6.1 Official Approvals of Data Collection
        4.6.2 Confidentiality and Anonymity
        4.6.3 Feedback and Disclosure
    4.7 Summary
CHAPTER 5:FINDINGS
    5.1 Perceptions of Stakeholders about the Implementation
        5.1.1 Reasons for Choosing Distance Education
        5.1.2 Program Coverage& Appropriateness
        5.1.3 Teaching Practice
        5.1.4 Quality of Instruction
    5.2 Stakeholders'Perceptions about the Effectiveness
        5.2.1 Knowledge& Understanding and Disposition& Performance
        5.2.2 Understanding of School Culture after Graduation
        5.2.3 Information Communication Technology
    5.3 Themes from Open-Ended Questions
    5.4 Stakeholders Perceptions about the Program Improvement
    5.5 Summary
        5.5.1 Table of Complete Summary of Findings with Past Studies Reference
CHAPTER 6:DISCUSSION,IMPLICATIONS,AND CONCLUSIONS
    6.1 Discussion
    6.2 Implications of the Findings for the Practice
        6.2.1 Implications for Educational Institutions
        6.2.2 Implications for Students
        6.2.3 Implications for Educational Policymakers
    6.3 Limitations of the Study
    6.4 Contributions of the Study
        6.4.1 Filling of the Research Gaps within the Pakistani Teacher Education Context
        6.4.2 Integrating Graduates'and Dropouts Perspective into Distance Teacher Education Regarding the Relationship of the Implementation and the Effectiveness
        6.4.3 Integration of the Learners'Characteristics into CIPP
        6.4.4 The Inclusion of Consistency/Inconsistency Relationship in Distance Teachers Education Studies
        6.4.5 Add on in Evaluation Theory
        6.4.6 Contribution on the CIPP Model
    6.5 Suggestions for Further Research
    6.6 Conclusions
Bibliography
APPENDICES
    Appendix-1:Questionnaire
    Appendix-2:Interview Guide for Tutors
    Appendix-3:Interview Guide for School Heads
    Appendix-4:Interview Guide for Dropouts



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