Abstract:
To the best of researchers knowledge, no studies have ever been made
on evaluating the academic professional diploma programme at open
University of Sudan for qualifying substitute English language teachers for
Sudanese secondary school levels.
So the main objectives of the study is to find out to what extent does
the professional diploma program at open university of Sudan influence the
performance of the substance of the substitute English language teachers in
teaching English as a foreign language at Sudanese secondary school level
in Sudan?.
To answer the question, the researcher used the analytical descriptive
method to test data collected through a questionnaire for substitute English
language teachers at Khartoum state who have provided professional
diploma program at (OUS) as well as an inter new with field tutor at (OUS)
for the academic year 2005-2006.
The research questions are:
1- To what extend does the professional diploma program at (OUS) quality
substitute English language teachers academically and professionally?
2- To what extent does the professional diploma program at (OUS)
substitute for the substitute trainee?
3- To find out if the (OUS) uses multi-media for implementing the
professional diploma program or not ?
4- To know if the (OUS) adopted effective methods to evaluate the
outcomes of the professional diploma?
The most important results were:
1- The professional diploma programme at (OUS) provide substitute
English language teachers some skills in teaching English language at
secondary level.
2- The professional diploma programme focus on the educational theoretical
materials.
3- The trainees have the part-time study.
4- The substitute trainees start work by school day end.
According to the research results, the researcher recommends the
following:
1- The substitute teachers should be well qualified and trained.
2- Teachers should be aware of the importance of teaching methods and
technologies and be ready to improve their performance in teaching
English language.
3- Students and teachers should exert more efforts and time to improve
English language.
4- There should be continuous training courses for substitute English
language teachers so that they can teach English language more
effectively.
5- Further studies in this area is very important.
