Evaluation of Teachers’ Training Procedure and Pedagogical Skills in Adult Literacy
Dr. Asaf Niwaz, Dr. Asad Abbas Rizvi, Dr. Muhammad Saeed Khan

Abstract
In every educational activity, role of teachers is very unique and pivotal in its successful completion. Teachers of adult literacy programmes also require very special training in order to cope up group of learners having diverse backgrounds and experiences. The present study was conducted to evaluate the procedure of teachers’ training in adult literacy programmes and to critically examine the content of teachers’ training workshops in Pakistan. Following research questions were also formed to guide the study. What is the procedure of teachers’ training in adult literacy programmes? And what is the specified content relevant to the professional skills required for an adult literacy teachers? Sample of the study comprised of 33 adult literacy teachers. The data were collected through specially designed interview schedule comprising two sections; one about the procedure of training workshop and the other about the specified content of training manual. Data of the study were analyzed through constant comparison method. The study revealed that the duration of teachers’ training workshops was very short; the teachers did not know about the techniques of classroom management; teachers did not know how to make classroom environment conducive for learners; and the content of training manual was not prepared carefully in the perspectives of professional skill needed to prepare good adult literacy teachers. It was recommended that duration of teachers training workshops may prolong; micro teaching techniques may be applied in training sessions; and topic relevant to the professional skills of teachers of adults (andragogy) may be introduced in teachers’ training manuals.

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