Needs Assessment of Teacher Preparation Programs in Georgia

• In Event: Highlighted Session: Comparative analysis of pre-service teacher training models across six domains

Proposal

High-quality teacher preparation programs are essential for ensuring that K-12 students receive effective, inclusive, and engaging instruction. To support this goal, the USAID Educating the Future Activity, implemented by Chemonics International in partnership with Arizona State University, focused on enhancing the quality of teacher preparation programs at Georgian higher education institutions. Recognizing the need to identify specific gaps and areas for improvement, the program conducted a comprehensive needs assessment.


The study aimed to examine both the 300-credit Bachelor’s-Master’s and one-year 60-credit programs for teacher education at three public universities: Kutaisi State University, Batumi State University, and Tbilisi State University. To guide this assessment, a conceptual framework was utilized, informed by various studies (Darling-Hammond, 2012; Darling-Hammond & Oakes, 2021; Hammerness, 2013; Korthagen, 2010). This framework encompassed six key inquiry areas: the quality and substance of the content (What are the students being taught?), the quality of curriculum delivery (How are the students being taught?), the effectiveness of school practicum experiences, the relevance of the existing learning environment, faculty expertise and capacity, and student performance and capacity.


Data for the study were collected from two primary sources: pre-service teacher preparation program documentation and focus groups. The documentation, including major maps, course syllabi, and student observation and assessment templates, provided insights into the formal structures, policies, and content of the programs. Focus groups with administrative staff, faculty members, students, and teachers from partner schools offered qualitative data on perceptions, experiences, and suggestions for improvement from those directly involved in the programs.


Despite universities' efforts to improve their programs and leverage various development opportunities, significant gaps were revealed across all inquiry areas. Key issues included misalignment between educational standards, stated objectives, course content, and instructional and assessment methods. There was also insufficient coverage of pedagogically relevant and subject methods-specific content. The study also highlighted a lack of opportunities for student teachers to learn in the context of practice and engage in reflective practices for their development. Additionally, concerns were raised about the scarcity of technologically enriched content and methods of delivery, as well as modern and diverse educational materials. Addressing the diverse needs of students was another critical issue, particularly the insufficient incorporation of the principles of Universal Design for Learning and inclusive education practices. The analysis of school practicum experiences further revealed a lack of alignment with academic coursework, inadequate support for key stakeholders, poor collaboration and coordination between university faculty and mentor teachers, and a lack of motivation from schools to engage. The study also underscored the need for strengthening research skills and opportunities for both students and faculty.


Conducting such a comprehensive needs analysis is particularly critical in contexts like Georgia, where previous studies of this nature have been lacking. By relying on concrete data rather than assumptions, the analysis ensures that curriculum redesign, faculty development, and school practicum improvements are more relevant and responsive. Moreover, this analysis helps uncover unique regional or cultural challenges that may require special attention, contributing to more contextualized and locally tailored solutions.

Authors

• Ketevan Chachkhiani, Arizona State University

• Iveta Silova, Arizona State University

• Irine Samsonia, Arizona State University

• Natia Mzhavanadze, University of Massachusetts Amherst