Course: Teacher Education in Pakistan (829)

Level: M.A / M. Ed
Semester: Autumn 2018
Assignment No. 2

Q 1. Differentiate between teaching practice and internship with example. Also

explain the purpose and significance of teaching practice in teacher education
curriculum.

Answer:

Purpose and significance of teaching practice in teacher education curriculum

Teaching practice is an important component of becoming a teacher. It grants student

teachers experience in the actual teaching and learning environment (Ngidi & Sibaya,
2003:18; Marais & Meier, 2004:220; Perry, 2004:2). During teaching practice, a student teacher

is given the opportunity to try the art of teaching before actually getting into the real world of
the teaching profession (Kasanda, 1995). Student teachers also know the value of teaching

practice and as remarked by Menter (1989:461), they perceive it as 'the crux of their
preparation for the teaching profession' since it provides for the 'real interface' between

studenthood and membership of the profession. As a result, teaching practice creates a

mixture of anticipation, anxiety, excitement and apprehension in the student teachers as they

commence their teaching practice (Manion, Keith, Morrison & Cohen, 2003; Perry, 2004:4).

Marais & Meier (2004:221) assert that the term teaching practice represents the range of

experiences to which student teachers are exposed when they work in classrooms and

schools. Marais and Meier (2004:221) further argue that teaching practice is a challenging but
important part of teacher training, especially in developing countries such as South Africa,

where the effectiveness of the teaching practice can be diminished or eroded by a range of
challenges, such as geographical distance, low and uneven levels of teacher expertise, a wide-

ranging lack of resources as well as a lack of discipline among a wide cross-section of learners
and educators. These challenges, if not addressed, may affect student teachers' performance

during teaching practice and may in the long run affect their perception of the teaching
profession (Quick & Sieborger, 2005).

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Menter (1989:460) notes that there has been a shift in the literature from the concept of

teaching practice (associated with an apprenticeship model) to the concept of field/school

experience (associated with an experiential model). Lave & Wenger (1991) point out that

however way it may be envisaged, the notion of teaching practice is entrenched in

experience-based learning initiated by Dewey (1938), Vygotsky's (1978) social cognitive

theory, and founded in the premise of situated learning. Consequently as suggested by the
South African Norms & Standards for Educators (Republic of South Africa, 2000:12), teaching

practice is meant to provide for the authentic context within which student teachers are
exposed to experience the complexities and richness of the reality of being a teacher. This

process allows the student teacher an opportunity to establish whether the right career
choice has been made or not. However, despite its importance, Killen & Steyn (2001) note
that teaching practice sometimes becomes a demoralising and sometimes very frightening
experience.

Several studies have been conducted on student teacher's experience and anxieties during
teaching practice (Ngidi & Sibaya, 2003; Marais & Meier, 2004)to mention but two. However a

review of the literature indicates that there are limited studies that have been conducted
regarding ways in which students' experiences during teaching practice influence their

perception of and attitudes towards the teaching profession

The study examined the experiences of Vaal University of Technology (VUT) Postgraduate

Certificate in Education (PGCE) student teachers during their teaching practice in the Vaal
Triangle. The study was prompted by a class discussion where students were requested to

give reasons for choosing the teaching profession. The majority of the students in that class
indicated that they were doing the course by default. The students saw it as a stopgap while

they waited for better career opportunities in other fields. Most of the students were from
other countries and had been offered government bursaries to enrol for the PGCE

programme. These students enrolled because they had no alternative, since they were not
able to get jobs after their undergraduate qualification and because there was funding

available for them to do the PGCE course. The majority of student teachers indicated that they
had no intention of teaching after the course. During the year, some students maintained the

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same attitude while others felt that teaching was "not such a bad thing after all". All students

had continued with the course until the time they had had to go for teaching practice.

While curriculum specialists, administrators and outside educational companies spend

countless hours developing curriculum, it is the teachers who know best what the curriculum
should look like. After all, they work directly with the students meant to benefit from the

curriculum. In order to create a strong curriculum, teachers must play an integral role in every
step of the process.

Planning

Teachers know their students' needs better than others involved in the curriculum process.

While state or federal standards often dictate the skills covered by the curriculum, a teacher
can provide insight into the types of materials, activities and specific skills that need to be

included. Teachers from multiple grade-levels may collaborate to identify skills students need
at each level and ensure that the curriculum adequately prepares students to advance to the

next grade-level and to meet the standards.

Creation

Because teachers must use the curriculum, they should have input in its creation. A teacher
can gauge whether an activity will fit into a specified time frame and whether it will engage

students. If multiple teachers will use the curriculum, allow as many of them as possible to
provide input during the creation stage. As teachers provide input, they will gain ownership in

the final product and feel more confident that the curriculum was created with their concerns
and the needs of their particular students in mind.

Implementation

Teachers must implement the curriculum in their own classrooms, sticking to the plan that has

taken so much time, careful planning and effort to create. When a teacher fails to properly
implement a strong curriculum, she risks not covering standards or failing to implement

effective practices in the classroom. That does not mean a teacher cannot make minor
changes. In fact, a strong curriculum is designed to allow a teacher to be flexible and to insert

a few personalized components or choose from among a selection of activities.

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Reflection

Reflecting on a curriculum allows teachers and others involved in the process to find any
weaknesses in the curriculum and attempt to make it better. Teachers reflect on curriculum in

multiple ways, such as keeping a journal as they implement the curriculum, giving students
surveys and reviewing the results or analyzing assessment data and individual student

performance. Not only can reflection serve to improve a specific curriculum, it may guide the
creation of new curriculum.

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Q 2. Highlight the important computer skills for the further teachers. How these skills
can be obtained by an in-service teacher? Formulate practical plan?

Answer:

Nowadays teachers have to make use of desktop PCs, laptop PCs, and even mobile devices
like tablets while carrying out their core duties. Also, these professionals must be

knowledgeable of computer related technologies. This, of course, includes the world wide

web, email, desktop conferencing, video conferencing to name but a few among other skills
for resume. As a skilled educator, you will have to aim for uncommon excellence and

proficiency in this computer oriented era. Well here are some top 8 computer skills for every
teacher to master that can be regarded as been mandatory.

1. Word Processing Skills

Word processors are certainly some of the most ancient applications all modern computers

now feature. As a teacher, you will have to be skillful in utilizing the best word processors,
which are currently available in the market. This will let you undertake and ultimately

complete all your written communications with both your colleagues and students in a
markedly time efficient manner. You will have to learn just how to check spelling, create

tables, and even insert hyperlinks into your word documents. All in all, you will need to be in
an excellent position of creating lengthy and well-formatted documents.

2. Spreadsheet Skills

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An excellent mastery of spreadsheets applications is also among the top ones in 21st century

skills list for educators. Such an invaluable software will let you conduct some of the most
pertinent aspects of your teaching duties in a convenient and highly methodological way.

Some of the most notable of these duties are compiling grades for your students and even
masterfully charting any critical data you might wish to pass to them.

3. Database Management Skills

As a teacher, you will have to learn just how you can use databases. This includes been able to

create database tables, storing, and retrieving data from those tables. While also knowing just
how you can create the right queries for the information found in your institute’s databases.

4. Electronic Presentation Skills

Electronic presentation applications are, in essence, part and parcel of an educator’s various

teaching duties. As such, you will have to find a way to master the art of creating electronic
presentations for your classes. While more to the point, just how you can showcase them to

your students and even colleagues and superiors.

5. Internet Navigation Skills

As you might probably be aware the World Wide Web is a great repository of all manner of
information, which can definitely make your life as a teacher much easier. Generally speaking,

you will have to find a good way of been able to efficiently navigate the internet for the exact
data or teaching resources you stand in need of. You will also have to be well conversant with

the basics of advanced search, including the utilization of Boolean operators within your
search engine queries.

6. Email Management Skills

Email is now the most preferred means of written communication for most of us, in both our

professional and personal lives. As an educator, you will have to be highly skilled in sending
and receiving email messages and the various applications you need to utilize. You will also

be required to be conversant with the variety of features and functionalities that these
computer applications boast of. This includes mass mailing, link insertions, and even the

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utilization of email attachments in your communications with both your colleagues and

students.

7. Networking Skills

Teachers who wish to remain relevant in their given fields must also find the necessary time to
fully grasp the basics of computer networking. If applicable, they should also try their level

best to totally understand just how their institution’s computer network functions and exactly
how it can be of benefit to them in their professional duties.

8. Touch Typing

Finally, touch typing is yet another essential computer skill, which all 21st century educators

must take time to master. This particular skill lets you significantly improve typing speed as
well as accuracy. This is brought about by simply relying on your motor reflexes as opposed

to sight while typing. By mastering touch typing, you will find it infinitely easier to draft highly
detailed and accurate texts in a quicker manner than you previously did. You will also learn

how to integrate the right typing ‘best practices’ to prevent injuries and fatigue. This includes
using the ideal typing posture and the right finger placement on your keyboard.

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Q 3. Explain the nature of Micro-teaching and its significance for the development of
teacher pedagogical skills.

Answer:

Micro-teaching is a teacher training and faculty development technique whereby the teacher

reviews a recording of a teaching session, in order to get constructive feedback from peers
and/or students about what has worked and what improvements can be made to their

teaching technique. Micro-teaching was invented in the mid-1960s at Stanford University by

Dwight W. Allen, and has subsequently been used to develop educators in all forms of

education.

In the original process, a teacher was asked to prepare a short lesson (usually 20 minutes) for

a small group of learners who may not be have been their own students. This was then
recorded on video. After the lesson, the teacher, teaching colleagues, a master teacher and

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the students together viewed the videotape and commented on what they saw happening,

referencing the teacher's learning objectives. Seeing the video and getting comments from
colleagues and students provided teachers with an often intense "under the microscope" view

of their teaching.

A review of the evidence for micro-teaching, undertaken by John Hattie as part of his Visible

Learning project, found it was an effective method for improving student outcomes.

Objectives of Microteaching

• To enable teacher trainees to learn and assimilate new teaching skills under controlled
conditions.

• To enable teacher trainees to master a number of teaching skills.

• To enable teacher trainees to gain confidence in teaching.

Characteristic of Microteaching

• Microteaching is a highly individualized training device

• Microteaching is an experiment in the field of teacher education which has been

incorporated in the practice teaching schedule

• It is a student teaching skill training technique and not a teaching technique or method

• Microteaching is micro in the sense that it scale down the complexities of real teaching

• Practicing one skill at a time

• Reducing the class size to 5 – 10 pupil

• Reducing the duration of lesson to 5 – 10 minutes

• Limiting the content to a single concept

• immediate feedback helps in improving, fixing and motivating learning

• The student are providing immediate feedback in terms of peer group feedback, tape

recorded/CCTV

• Microteaching advocates the choice and practice of one skill at a time

Steps of Micro-teaching: The Micro-teaching programme involves the following steps:

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Step I Particular skill to be practiced is explained to the teacher trainees in terms of the

purpose and components of the skill with suitable examples.

Step II The teacher trainer gives the demonstration of the skill in Micro-teaching in simulated

conditions to the teacher trainees.

Step III The teacher trainee plans a short lesson plan on the basis of the demonstrated skill

for his/her practice.

Step IV The teacher trainee teaches the lesson to a small group of pupils. His lesson is

supervised by the supervisor and peers.

Step V On the basis of the observation of a lesson, the supervisor gives feedback to the

teacher trainee. The supervisor reinforces the instances of effective use of the skill and draws
attention of the teacher trainee to the points where he could not do well.

Step VI In the light of the feed-back given by the supervisor, the teacher trainee replans the
lesson plan in order to use the skill in more effective manner in the second trial.

Step VII The revised lesson is taught to another comparable group of pupils.

Step VIII The supervisor observes the re-teach lesson and gives re-feed back to the teacher

trainee with convincing arguments and reasons.

Step IX The ‘teach – re-teach’ cycle may be repeated several times till adequate mastery level

is achieved.

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Q 4. Compare the teacher education curriculum of Malaysia and Pakistan.

Answer:

In Pakistan, education is a federal as well as provincial function. There is a Ministry of

Education at Islamabad, which formulates the policies and plans at national level. It involves
the provinces in the formulation of national education policies and plans. The provinces

develop their own plans and execute according to their situations and available resources in
the light of national education policies. Since the introduction of devolution plan in education

sector in 2002, most affairs of the school education are dealt with the Executive District

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Officers (Education). For example, policy implementation, and supervision and monitoring of

schools, recruitment and transfers of teachers are the main functions of the district
governments. EDO (Education) is supported by district education officers (DEOs) and deputy

district education officers (Dy. DEOs) and other staff. The other key roles and responsibilities
like policy formulation, teacher training, and budget allocation to district governments to a

large extent are still with the provincial governments. At provincial levels, the administrative
head of the Education Department is ‘Secretary’ or in certain cases there are two secretaries:

one for schools, designated as ‘Special Secretary (Schools) and the other ‘Special Secretary
(Higher Education)’. They are supported by a number of additional and deputy secretaries

and other staff. In the UK, on the other hand, education is the responsibility of each country.
In each country, there is a separate institution which deals with all the affairs of education,
though the role and functions differ more or less. For example, in England, there is a
Department for Education and Skills (DfES); in Wales, Welsh Office; in Scotland, Scottish

Executive Education Department (SEED); and in Northern Ireland, the Department of

Education. There are some other bodies in each state like Training and Development.

Agency (TDA) in England; there is no such agency in Scotland, rather General Teaching
Council (GTC) undertakes all such functions. Each country is responsible for framing its own

policies and plans.

Curriculum:

Nature, Formulation and Responsible Authority In Pakistan, school curricula for grades 1-12 is
the responsibility of the Ministry of Education, Curriculum Wing, Islamabad. In each province

there is a Curriculum Bureau or Curriculum Research and Development Centre (CRDC) which
provides academic support to the Ministry of Education, Islamabad. Curriculum formulation is

a lengthy process, as the ministry has to take expert opinions from all regions of the country.
The curriculum draft is finalized by the National Curriculum Review Committee, Islamabad.

Thus uniform curriculum of each subject is followed all over the country; although textbooks
in different subjects may vary across the provincial text book boards (PTB). The higher

education curriculum in Pakistan is the function of the respective departments of the

universities or colleges. The title of courses and broader framework are usually discussed in

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the faculty, and then each teacher plans in his/her own way to impart instructions in the

classrooms.

Teacher training in Malaysia

Emergence of Teacher Education

Prior to the establishment of existing school system focus was on religious education which

was provided mainly by the mosques and at homes. After the arrival of British in 19th century
existing system was replaced by Pondok schools. Establishment of these schools demanded

the establishment of teachers training colleges. For this purpose many institutes like the Kolej
Latihan Melayu were established in Signapore in 1878-1895. Another institute named Sekolah

Latihan Guru Melayu was also opened in Taiping in 1898, but was closed soon by the
establishment of Kolej Latihan Melayu was opened in Melaka in 1900. Likewise a new college

named Kolej Latihan Melayu was established in Matang in 1913 and was closed after the
establishment of Sultan Idris Training College (SITC) in 1922. Johor also established a teacher

training institute named “Malay Teacher College” in 1919 but this was also closed in 1928 and
its trainees were transferred to SITC. In 1929 a training school was established in Kota Bharu

to prepare teachers for SITC. The number of trainees was low in all above institutes except for
Melaka College where almost 700 teachers were trained. All of these institutes were for male

and in 1921 first college was established for female teachers and this was proceeded by Johor
college for female teachers in 1928. In 1935 first separate training college was established for

female teachers and was named as Malay Women Teacher Training College. To cater the
needs of Chinese teachers British government provided financial add for their training. Tamil

teacher training institutes were also established in 1937 to gratify the needs of Tamil
community. For the training of teachers of English schools two schools for established one in

Kuala Lumpur in 1905 and the second in Penang in 1907.

Earlier than the Second World War, there were only two teachers training colleges for

vernacular Malay education. In 1948 the Batu Lintang Teacher College, Kuching was
established and the Sarawak Teachers College was established in Sibu in 1957. In addition to

these the Rejang Teachers College was also established in 1966. In 1954, a Malayan Teacher
Training College was established in Kota Bharu, Kelantan.

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After independence to fulfill the need of increasing demand of trained teachers and to

prepare for development in education sector malysian government established two Teachers
Training Colleges in Britain, known as the Kirkby Teacher College (1951-1962) and the

Brinsford Teachers College (1955-1964). Through the epoch of 1946-1955 there were
numerous modalities of teacher education such as Simplified Normal Training Course,

Weekend Teacher Training Course, Vocational Teacher Training Course and Senior Normal
Class. All of these programs were closed with the establishment of twelve Day Training

Centers in collaboration with Malayan Teachers Training Colleges. Now a days the Malayan
Teachers Training Colleges offer several specialized courses like : The Malayan Teachers

College , Penang (Mathematics and Science); The Malayan Teachers College Lembah Pantai
(English, Chinese, Geography, Music); the Technical Teachers College , Kuala Lumpur
(Industrial Arts and crafts); The Malayan Teachers College, Johor Bharu (Agricultural Science
and Home Science); The Language Institute (Malay, History, Geography and Music).; the

Specialist Teachers Training College (Commerce, Art and Crafts, Home Science, Physical
Education, Audio Visual Aids and Special education for the Deaf and blind).

Afterward the Islamic Teachers Training College in addition to other colleges like the Seri Kota
Training Colleges were established, responding to the expansion of schooling and need for

teachers.

Curriculum of TTIs

As Teachers Colleges were established, the colleges had their own curriculum which reflected
the curriculum content of school subjects and the related respective corpus in the

pedagogical fields. R. O. Winstedt, Assistant Director of Education submitted a report with

suggestions for curriculum in the following categories; 1] Curriculum; 2] Vocational and

Agricultural Schools; 3] Administration; and 4] Teacher Training Colleges. The curriculum for
Teachers colleges includes the following proposals:

A] English should be taught to trainee teachers so that they can teach the subject in Malay
schools

B] History and geography should be taught using the new text book.

C] Agricultural Science should be introduced in the teacher Training curriculum.

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D] Textbooks should be written for subjects such as Geography, History, Agricultural Science

and health Education.

E] To establish a teacher Training College in order to save expenses. In addition, expertise

would be centrally mobilized. It was also proposed that the college provide a three year study
programme for trainees' teachers.

The table provide and overview of the courses taught in Malaysian teacher training institutes
over the century.

Pre service Curriculum

Program name Curriculum Major Subjects Period

Malaysian Diploma Teacher dynamics

Malaya Studeis/ 6 smesters in Teaching,

English language/ 3years professional knowledge,

Islamic major subjects,

Studies/music/ teaching practice mathmetics/science/living skills self-enrichment,

Post graduate Teacher dynamics,

Malaya Studeis/ smesters diploma in professional knowledge,

English language/ 1year

Teaching self-enrichment, Islamic Studies/

KPLI major subjects, music/mathmetics/ science/living skills/economics/malay literature/

economics

Engineering and technology

Curriculum for in service Teacher Training

Special degree program Malaya Studeis/English 2 semesters

Language/ Islamic 1 year Studies/music/

Mathmetics/science/living skills for non-graduate teachers

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Guidance and counseling

KSPK Malaya Studeis/ 2 semesters

English language/ 1 year

Islamic Studies/

Music/mathmetics/

Science/living skills/

Economics/malay

Literature/home

Economics

Engineering

Technology

Professional The curriculum, Drama in Malay 14 weeks development teacher Subject Malay
language education/ courses major, Computer studies projects dynamics Music

Teacher training for smart schools

Conclusion

Above discussion shows that in spite of many efforts, made by the ministry of education of
Malaysia, to increase efficiency of education and particularly teacher education many

hindrances are still there to be removed. Malaysia is a multicultural society and this diversity
has increased the complexity of the nature of teacher training programs. Although Pre service

and In service teacher training is provided but there is no concept of Induction. However in
addition to certain other in service training courses numerous short courses are also offered

for continuous professional development. To increase productivity and feasibility of CPD the
Malaysian government has established an Malaysia Open university so that the teachers can

be trained at their on schools.

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Q 5. Discuss the importance of establishment of partnership between the teachers

training institutions of Pakistan.
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Answer:

Society has developed itself into a complex system of organisations and interactions,
therefore the demands on schools and schooling has become greater. The need for

professional teachers grew with it. With the recognition of teaching as a profession it has
been acknowledged that all teachers require specialised training, in order to develop the

knowledge and competencies necessary to take on teaching. However, educating teachers in

specialized institutes was not the whole answer in the demand for qualified teachers. At the
end of the 1980s the growing dissatisfaction with ‘teaching practice’ culminated in a UNESCO

report. (Down, 1995). Teacher preparation was regarded as insufficient, due to a lack of
linkages between for instance subject matter and teaching processes, and preparation for

diverse class/school situations. Furthermore, the lack of training of cooperating teachers and
the lack of credibility of college or university supervisors was seen as a real problem. (Down,

1995). As a result of this, pre-service teacher education practically all over Europe, the USA
and Australia went through vigorous changes. One model which tried to address these

concerns was one which encouraged a strong partnership between universities, colleges and
schools. (Down, 1995). Since then, in different countries in and outside Europe, several models

of partnerships and types of cooperation between schools and institutes for teacher
education emerged, under the general heading of school-based teacher education. (e.g.

Furlong, 1996, Bulloch, 1997 and Snoek, 2001).

What is school-based teacher education?

Teaching is a very complex profession and formative in nature, one grows within the
profession and hence through daily experiences. Becoming a teacher is not only a matter of

getting access to a certain body of knowledge and acquiring adequate skills. Becoming a
teacher is transformational in nature. It is, first and foremost, about developing one’s own

personal and professional identity. Such an identity can be obtained and enriched by taking
part in school practices and in the daily life of teachers. The metaphor used by Sfard to

indicate this type of learning is participation, one which encourages the acquisition of
knowledge, skills and the development of values, attitudes and beliefs within a school

environment and not solely within the confines of teacher education institutions (Sfard, 1998).
School-based teacher education is based on these assumptions. Partnerships between school
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and teacher education institutes nowadays are about the possibilities for student-teachers to

really participate in school practice and at the same time to acquire the knowledge, skills and
values necessary to become qualified teachers. Leading principle in designing the curricula

are the problems and questions teachers have to deal within the practice of their daily life at
school. School-based teacher education in our view is only possible when schools and teacher

education institutes work intensively together and recognize the strengths and possibilities
each of them can offer to student-teachers learning. As a consequence of this, teachers who

teach teachers (teacher educators) can be found in schools as well as in the institutes for
teacher education. The question how to link theory to practice however is still an issue within

school-based teacher education. Collaboration between schools and institutes in order to

improve school development and teacher education is a prerequisite to that objective. This
form of collaboration is known as collaborative school-based teacher education and it
elaborates on the ideas of the professional development schools (PDS). In Professional

Development Schools teacher education is embedded in the overall school development (ten
Dam, 2006).

The educational climate within the Faculty of Education has witnessed, especially over the last
ten years, “a shift from individualism to social relationships” (Bezzina & Camilleri, 1998). The

B.Ed. (Hons.) programme is based on the following main features: “participation, consultation,
support, collaboration, reflection, motivation, openness and empowerment”. Various

initiatives have been undertaken (e.g. Tomorrow’s Teachers Project, 1997) which have helped
both the individuals members within the Faculty but also the Faculty’s own identity and

character to grow. Our discourse, together with that of our students has taught us over the
years that we need to seriously address the dichotomy between what is learnt at University

and the realities in schools. Our discourse, together with a growing literature in the field of
Professional Development Schools (Darling-Hammond, 1994; Metcalf-Turner & Fischetti,

1996) have highlighted the benefits that can be gained through school-centred initial teacher
training. Therefore the main purpose of the Faculty of Education Professional Development

School Partnership will be simultaneous renewal of the teacher education programme at the
university and teaching and learning in schools. The setting up of Faculty-School Partnerships

offers us the possibility of exploring different ways of learning as a result of which there will

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be greater relevance to the teaching-learning context (Teitel, 1998; Zeichner and Miller, 1997).

PDSs create opportunities, which allow us, st annual atee Association of Teacher Education in
Europe conference 749 as teacher educators, to take on different roles. It is within such a

context that we expect beginning teacher educators to feel at their best. They have just left
the classrooms and are therefore ideally positioned to establish the necessary philosophical

and pedagogical underpinnings necessary for any professional discourse to take place.
Experience has shown us the need to work together with teachers in schools. On the one

hand we need teachers at the school site who, through their diverse qualities, will be good
models to prospective teachers. In this respect teachers can serve as mentors or co-operating

teachers, both fulfilling different but complimentary roles. On the other hand, the university
lecturer has the opportunity of getting closer to the school and establishing the ground for
educational discourse to take place between the student-teachers and lecturers alike. Such
opportunities do not only effect the personal and professional development of participants in

the classroom context but also address areas which go beyond the classroom and which
effect school-life in general.

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