- Reduction in the proportion of under-qualified teachers in Grade 1-4 classrooms from an estimated 46% in 2011 to 8.4% in 2018 (PCU Reports 2015, 2018; ICR 2019).<sup>15</sup>

- 167 _INSET Trainers_ trained.

- The _Implementation Completion and Results Report_ (ICR 2019) estimates that 91,400 primary school students benefitted from instruction by TEIP-trained teachers.

All outputs were developed by Palestinian personnel with technical assistance from CCCU. _Study Visits_ by critical personnel to CCCU and UK schools impacted very positively on this developmental work. The availability of several outputs on an MoEHE website <u>(www.palpcu.ps)</u> is a significant accomplishment.

# **5.3  TEIP Outcomes: Impact on PRESET**

The data collection approaches and methods of analysis described above enabled multiple perspectives on relevant issues to be considered and triangulated to identify dominant themes, patterns and issues. Evidence from the multiple sources cited confirms the overarching themes and outcomes detailed hereunder.

# **5.3.1 Degree programs and practicum**

Student teachers expressed generally high levels of satisfaction with the design of the new degree programs which they perceived as relevant to their needs as prospective teachers. They welcomed the opportunities provided to work in several schools from early in their programs compared to the four-week practicum placements in the final year of previous PRESET programs. By providing multiple opportunities to discuss and reflect on their teaching experiences in university-based practicum courses, the new programs helped student teachers to effectively connect theory and actual practice. The overall effect was to increase their selfconfidence in relation to teaching.

Towards the end of the TEIP in 2019 there was a noticeable improvement in the quality of observed lessons compared to the end of the pilot phase in 2015. Most lessons involved consistent use of creative and interactive child-centered approaches. It was clear that more students were employing a wider range of pedagogical strategies and types of learning activities, connecting learning across subjects, and designing lessons that addressed the needs of diverse learners. In addition, most students in the later practicum periods of phase two of TEIP demonstrated increased confidence, motivation and enthusiasm in their teaching.

# **5.3.2 PTPDI and student competency development**

Student teachers were generally very positive about the PTPDI and in focus group interviews identified a range of ways in which it had impacted on them. The PTPDI helped them: to think about what targets to set for each practicum placement and to motivate them towards the achievement of those targets; to identify specific competences they themselves had successfully mastered and those which needed further development; to set overall goals for their professional development and to confidently gauge progress towards the achievement of

> 15 Sufficient teachers were trained in TEIP’s PRESET and INSET programs to eliminate all UQTs in grade 1-4 classrooms, but lack of tight control of teacher appointments and transfers resulted in a small percentage of UQTs still operating in primary education at the end of the project.

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