Course Teacher Education in Pakistan (8626)

Level B.Ed (1.5Year)

Semester autumn 2018

Assignment no 01

Q.1 Compare the amiss and objective of teacher education given as national 2009 and 1998.Justify the
change regarding improvement in teacher education program.

Salient Features of National Education Policy 1998-2010

Aims and objectives of Education and Islamic Education

Education and training should enable the citizens of Pakistan to lead their lives according to the
teachings of Islam as laid down in the Qur’an and Sunnah and to educate and train them as a true
practicing Muslim. To evolve an integrated system of national education by bringing Deena Madras and
modern schools closer to each stream in curriculum and the contents of education. Naira Qur’an will be
introduced as a compulsory component from grade I-VIII while at secondary level translation of the
selected verses from the Holy Qur’an will be offered.

Literacy and Non-Formal Education

Eradication of illiteracy through formal and informal means for expansion of basic education through
involvement of community. The current literacy rate of about 39% will be raised to 55% during the first
five years of the policy and 70% by the year 2010 Functional literacy and income generation skills will be
provided to rural women of 15 to 25 age group and basic educational facilities will be provided to
working children. Functional literacy will be imparted to adolescents (10-14) who missed out the chance
of primary education. The existing disparities in basic education will be reduced to half by year 2010.

Elementary Education
About 90% of the children in the age group (5-9) will be enrolled in schools by year 2002-03. Gross
enrolment ratio at primary level will be increased to 105% by year 2010 and Compulsory Primary
Education Act will be promulgated and enforced in a phased manner. Full utilization of existing capacity
at the basic level has been ensured by providing for introduction of double shift in existing school of
basics education. Quality of primary education will be improved through revising curricula, imparting in-
service training to the teachers, raising entry qualifications for teachers from matriculation to
intermediate, revising teacher training curricula, improving management and supervision system and
reforming the existing examination and assessment system.

Secondary Education

One model secondary school will be set up at each district level. A definite vocation or a career will be
introduced at secondary level. It would be ensured that all the boys and girls, desirous of entering
secondary education, become enrolled in secondary schools. Curriculum for secondary and higher
secondary will be revised and multiple textbooks will be introduced. The participation rate will be
increased from 31% to 48% by 2002-03. The base for technical and vocational education shall be
broadened through introduction of a stream of matriculation (Technical) on pilot basis and
establishment of vocational high schools. Multiple textbooks shall be introduced at secondary school
level.

Teacher Education

to increase the effectiveness of the system by institutionalizing in-service training of teachers, teacher
trainers and educational administrators through school clustering and other techniques. To upgrade the
quality of pre-service teacher training programmes by introducing parallel programmes of longer
duration at post-secondary and post-degree levels i.e. introduction of programs of FA/SC education and
BA/BSc education . The contents and methodology parts of teacher education curricula will be revised.
Both formal and non-formal means shall be used to provide increased opportunities of in-service
training to the working teachers, preferably at least once in five years. A special package of incentives
package shall be provided to rural females to join the teaching profession. A new cadre of teacher
educators shall be created.

Technical and Vocational Education

to develop opportunities for technical and vocational education in the country for producing trained
manpower, commensurate with the needs of industry and economic development goals. To improve the
quality of technical education so as to enhance the chances of employment of Technical and vocational
Education (TVE) graduates by moving from a static, supply-based system to a demand-driven system.
Revision and updating of curricula shall be made a continuing activity to keep pace with changing needs
of the job market and for accommodating the new developments.

Development of technical competence, communication skills, safety and health measures and
entrepreneurial skills etc. shall be reflected in the curricula. Institution-industry linkages shall be
strengthened to enhance the relevance of training to the requirements of the job market. Emerging
technologies e.g. telecommunication, computer, electronics, automation, petroleum, garments, food
preservation, printing and graphics, textile, mining, sugar technology, etc. greatly in demand in the job
market shall be introduced in selected polytechnics. A National Council for Technical Education shall be
established to regulate technical education.

Higher Education

Access to higher education shall be expanded to at least 5% of the age group 17-23 by the year 2010.
Merit shall be the only criterion for entry into higher education. Access to higher education, therefore,
shall be based on entrance tests. Reputed degree colleges shall be given autonomy and degree awarding
status. Degree colleges shall have the option to affiliate with any recognized Pakistani university or
degree awarding institution for examination and award of degrees. To attract highly talented qualified
teachers, the university staff will be paid at higher rates than usual grades. Local M.Phil. And Ph.D.
programs shall be launched and laboratory and library facilities will be strengthened. Split PhD programs
shall be launched in collaboration with reputed foreign universities and at the minimum, 100 scholars
shall be annually trained under this arrangement. All quota/reserve seats shall be eliminated. Students
from backward areas, who clear entry tests, would compete amongst themselves. In order to eliminate
violence, all political activities on the campus shall be banned.

Information Technology

Computers shall be introduced in secondary schools in a phased manner. School curricula shall be
revised to include recent developments in information technology, such as software development, the
Information Super Highway designing Web Pages, etc

Library and Documentation Services

School, college and university libraries shall be equipped with the latest reading materials/services.
Internet connection with computer shall be given to each library. Mobile library services for semi-urban
and remote rural areas shall be introduced.

Private Sector in Education

Encouraging private investment in education. There shall be regulatory bodies at the national and
provincial levels to regulate activities and smooth functioning of privately-managed schools and
institutions of higher education through proper rules and regulations. A reasonable tax rebate shall be
granted on the expenditure incurred on the setting-up of educational facilities by the private sector.
Matching grants shall be provided for establishing educational institutions by the private sector in the
rural areas or poor urban areas through Education Foundations

Innovative Programes

the National Education Testing Service will be established to design and administer standardized tests
for admission to professional institutions. Qualifying these tests will become a compulsory requirement
for entry to professional education. This mechanism is expected to check the incidence of malpractice in
examinations. Likewise, standardized tests shall be introduced for admission to general education in
universities.

Implementation Monitoring and Evaluation

a comprehensive monitoring and evaluation system has been envisaged from grass-roots to the highest
level. The District Education Authority will be established in each district to ensure public participation in
monitoring and implementation. The education Ministers at the Federal and Provincial levels will
oversee monitoring committees, responsible for implementation at their levels. The Prime Minister and
Provincial Chief Ministers will be the Chief of National and Provincial Education Councils respectively
which will ensure achievements of targets. Existing EMIS at Federal and Provincial levels shall be
strengthened to make them responsive to the need of Monitoring and Evaluation System (MES).The
Academy of Educational Planning and Management (AEPAM) shall be strengthened and tuned up to
meet the emerging demands of MES and its obligations at national and provincial levels.

Improvement in teacher education program.

1. Teaching Strategies to Find Out What Motivates Students

That sounds quite simple, just find out what motivates students, then they will want to participate in
class. Basically, it is that simple. Take the time in the beginning of the school year to really learn about
each and every one of your students. If you are a middle school or high school teacher, then you may
think this sounds crazy, but it’s really not that hard. You can start will a simple interest survey, or take a
class poll. This way you can quickly find out what all students have in common. For example, let’s say the
majority of your class loves to use iPads. Then, you know that it will be easy to get your students actively
involved in a lesson if you have access to an iPad. Find out what motivates them, and use it to your
advantage.

2. Teach with Technology

Technology is a great tool to use to get your students intrigued in a lesson and want to participate in it.
With all of the new educational technology that is out there today, it would be a shame not to
incorporate it into your lessons. Your students are the ones that are the most up to date with the recent
gadgets that are on the market. Use their expertise to your advantage, and incorporate lessons and
activities that utilize the iPad or a tablet. Studies show that students report learning is more fun through
technology. If you don’t have access to a tablet, then a computer will work just as well. Any piece of
technology will capture your students’ attention and motive them to want to participate in class.

3. Try Some New Teaching Strategies

There are a wide variety of teaching strategies that you can try that can help get your students to
actively participate in class more often. Here are a few:

Cooperative Learning Strategy – Using cooperative learning techniques such as think-pair-share,

jigsaw, or round robin, forces students to activity participate in class discussions because each student is
accountable for one piece of a group task. In order to complete the task, the student has to participate
in it.

Inquiry Teaching Strategy – Students are given a problem or question that is designed to intrigue
them. Then, they must hypothesize possible solutions to the problem. Through a lot of research and
questioning, students must find a solution. During this time students are working in small groups and
actively participating together throughout the whole task.

Inductive Teaching Strategy – Students are given a concept, then they are encouraged to make an
observation and discuss this observation with the class. Students’ individual observations can be
compared to those of their classmates, to come up with the point of the main concept that was
presented.

4. Effectively Communicate with Visual Aids

Most students need something to focus their eyes on (besides the teacher) when they are trying to learn
a new concept. When you are teaching students a new strategy or concept, did you ever notice your
students’ eyes wandering, or their hands busy scribbling in their notebooks? It’s hard to get students to
listen and actively participate when there is not a visual aid to focus on. When you use a teaching aid, it
will not only help you get your point across, but it will also help your students to focus on what they are
learning, and in turn get them to participate. Try using a Smart board or an overhead projector. These
two visual aids are great because students can come up and take part in the lesson.

5. Change Your Regular Daily Routine

While a daily routine is good for students to follow, it can also become so monotonous that students will
not want to participate. If students have to do the same morning work day in and day out, and you
expect them to correct their papers by switching with their neighbor, there will come a time that they
will just get bored of it. Mix it up and change your regular morning habit by giving students a different
task to complete in the morning. Instead of having them switch their papers with their neighbor, have
them take turns picking a stick to see what other classmates they can switch with. By turning their
regular classroom routine upside-down, you are keeping students on their toes. This excitement will
motivate them and get them to want to participate more often.

Aiou Solved Assignments 1 & 2 code 8626 Autumn 2018

Q.2 a) highlight the responsibilities of Muslim as teacher, provide an example from holy prophet PBUH.

Teaching is an important, respected and well-regarded profession in every society and community.
People from all walks of life find it professionally and personally a well-rewarding career. It is an exciting
and challenging career too. Islam itself is a school and its Prophet Muhammad (PBUH) was the loving
teacher and tutor whose teachings and sayings still guide, inspire and instruct the whole humanity. As a
teacher, Prophet Muhammad (PBUH) not only taught us the principles of our Faith, but guided us how
the minor foundations and the most complex questions of Islam and its related teachings applies to our
daily lives. He was the passerby of this worldly life but his entire life is an example to the humanity in
this life and enlightenment in the life after the death.

Muhammad (PBUH) as a teacher in the Quran:

Allah, the Exalted mentioned in His Book the supplication of Ibrahim (AS) for the benefit of the
humankind and it was perfected by sending a Messenger from his offspring. This accepted supplication,
from Ibrahim (AS), confirms that Prophet Muhammad (PBUH) was sent as a perfect teacher to all Jinn’s
and mankind.

Allah says:

“Our Lord, and send among them a messenger from themselves who will recite to them your verses and
teach them the Book and wisdom and purify them. Indeed, you are the Exalted in Might, the Wise.” (Al-
Banaras 2:129).

And He says:

“Certainly did Allah confer

favor upon the believers when He sent among them a Messenger from themselves, reciting to them His
verses and purifying them and teaching them the Book and wisdom, although they had been before in
manifest error.” (Al-‘Imran 3:164).

The above-mentioned two verses indicate that Allah sent Prophet (PBUH) to do four things, which are
the basic duties of the teacher:

Recite the Verse of the Holy Quran.

Teach the Quran.

Teach the Wisdom (the Sunnah and the legal ways of the Prophet Muhammad PBUH).

And to purify his followers.

Examples from Sunnah:

It is narrated from Jabir ibn Abdullah (May Allah be pleased with him) that the Prophet (PBUH) said:
“Allah did not send me to make things hard for people in the hope that they would make mistakes,
rather He sent me to teach (as a teacher) and make things easy.” (Muslim 1478).

Mu’awiyah ibn Al-Hakam (May Allah be pleased with him) said:

“By Allah I have never seen a better teacher or better teaching before or since; he (the Prophet PBUH)
did not rebuke me, hit me or revile me.” (Muslim 537).

In another narration he (May Allah Be Pleased with him) said:

“And I have never seen any teacher gentler than the Messenger of Allah (PBUH).” (Abu Dawud 931).

There are countless verses in Holy Quran and numerous narrations in the Sunnah of the Prophet (PBUH)
that confirms that the Prophet (PBUH) was the best and the greatest teacher of humankind. It is the
duty of a Messenger to educate his followers and teach them in the best way. The companions of the
Prophet (PBUH) also testified that he (PBUH) fulfilled this duty in a manner that suite him. May Allah’s
Peace and Blessings Be upon Him.

In Islam, there is only one teacher who has laid out the groundwork for the spiritual education of
mankind.

The Prophet Muhammad (peace be upon him) was an illiterate man. God chose him to be the Final
Messenger and perfect teacher to Muslims.

Prophet Muhammad was charged with reciting and conveying the message of the Quran to all of
mankind. However, he was no ordinary teacher. In fact, he set the ideal standard of education over a
thousand years ago and the effects are still being felt today.

There are innumerable ways in which Prophet Muhammad was, and still is, the greatest teacher to have
ever lived. Here are just a few!

No Student Left Behind

In classrooms all over the world, it is a common practice for teachers to separate the strong students
from the weak. The latter of which are delegated to less challenging classes that do nothing to nurture
the mind, while the “smarter” students are given every opportunity to excel.

Prophet Muhammad made no distinction between students based on intelligence level, or any other
classification that separates us in society. He also never sought to exclude or expel anyone from the
religion of Islam. But rather delivered a message that was all-inclusive to the whole of mankind. The
Prophet Muhammad said:

b) Disscus the usability of teaching method recommended by Muslim scholars in the current teaching
learning environment.

Educational Epistemology

Learning

Ghazali believes that human’s soul is acceptable for education, for there is basically knowledge and
wisdom in such a soul. These two items have been given to the soul from the very beginning of creation
and one should try to actualize them, as one should try to dig a well and then extract water.

Knowledge is obtained from two different ways: first) divine revelation and inspiration. God’s or divine
revelation belongs to God’s prophets which finished with the prophet of Islam, and inspiration belongs
to the saints and still continues and does not end. Second) usual and current instruction and learning in
schools. For this this particular kind of learning to happen, some principles should be observed:

1. Cultivation and reinforcement of moral aspect, before instruction,

2. Consideration of individual differences and aptitudes,

3. graduality and sequence in instruction and learning.

4. rewarding and punishment.

5. Encouragement and motivation,

6. having a master (teacher), and presence in classroom (instruction),

7. Practice, action, and repetition,

8. involvement in schooling

Ghazali invites people to an open attitude to different sciences and showing an open face to them,
whatever their subjects might be, because knowledge, irrespective of its subject is noble.

It is necessary that differences among ideas to be accepted. Diversity of ideas and views in a single
subject is not a reason for invalidation of that subject. There are two reasons for this opinion of Ghazali:
first) there are many kinds of potential sciences that have not been yet actualized, and humans can
achieve them. Second) discovering of one new science causes deepness in one’s faith and firmness in
Islam.

If religious sciences cause cognition of God and His Attributes, natural sciences reveal and expose the
Acts of the exalted God in being. Thus, Ghazali invites teachers to inform their students of the value of
all science in order that the students, observing graduality and sequence, to study other sciences after
learning each branch of science. Ghazali is of the opinion that it is up to the wise of a society to study
and investigate the new or foreign subject and make it suitable for their own society adorned with
values.

According to this viewpoint, scientific and cultural interaction and exchange are carried out among the
wise, because Ghazali believes that it is dangerous for the beginners in knowledge to go to an
environment which is against their own beliefs and values (Kilani, Translation, Criticism and additions by
Rafiie, 2007).

Ghazali believes that education can bring humans from what they are to what they should be.
Education, as life, is the natural right of everyone. Man has been created for worship and servitude of
God, and education is not only the perquisite of worship of God, but it is also a kind of worship. Ghazali
considers education both as an individual necessity and as a social necessity for it is in the light of which,
that culture and thought remain, and it is also a means for transmission from a generation to another.

Therefore, what culture and thought man has is from education without which man worth nothing and
he is the product of his own education. Imam Ali, in a very educational warning says to the educators to
educate their children for today. The delicate point of this wise statement is that the development of a
child should at least be in harmony with the natural development of culture and civilization and positive
transformations of humans’ life.

Some parents have no view from life except that which they themselves wish. Then, they educate their
children as they themselves have desired or as they had been educated. While according to the saying of
Imam Ali, Parents should think beyond their own time. It is not only the student that needs to be
educated, but it is even the educator that needs to be educated, and he or she needs to educate
someone else (the student), and this need is satisfied through education of another person (the
student), and this is one of the reasons of affection of the great teachers to their noble students (Rafiei,
2002).

Ibn Sina has mentioned the necessity of this fact that student’s interests should be known and
discovered and they should be much cared for to be educated to become moderate persons. To do this
one should not let sever anger or grief overcome him. They should be kept away from what they hate.
Moral modification causes body and spirit health.

Ibn Sina also wants that education to be a means for entering in the production and participation in the
economic activities of society. Thus Ibn Sina deems it necessary that the boy after learning the Qur’an
and the principles of the Arabic language, to be led to one of crafts and occupations which is consistent
to his nature (Ali & Reza; translation, Criticism and additions by Rafiee, 2005).

Teaching and instruction methods should bring the students to the educational goals. Therefore, to
reach the goals envisioned by Sa’di, there is emphasis on such activities as question and answer, and
improved lecture methods. He also suggested some points in teaching, instruction, and learning that can
improve students’ education.

The importance of questioning and asking from Sa’di’s viewpoint is revealed when he says, “They asked
Imam Mursheed Muhammad Ben Muhammad Ghazali, (on whom be the mercy of God!) by what means
he had attained such a degree of knowledge. He replied, ‘In this manner, whatever I did not know, I was
not ashamed to enquire about…’”

Aiou Solved Assignments code 8626 Autumn 2018

Q.3 a) Discuss the scope of teacher education in the lightof 18th amendment in the consituton of
Pakistan.

Higher Education and the 18th Amendment

The meeting was also briefed about matters pertaining to higher education and other similar bodies in
the post-18th Amendment scenario. As per the official statement, the CCI noted that as per the
constitution, formulation of standards in institutions for higher education and research, scientific and
technical institution is the responsibility of the federal government. It was agreed that both the federal
and provincial governments would undertake monitoring, evaluation and accreditation of such
institutes. The CCI also directed the Federal Ministry of Education to work on a proposal in consultation
with all stakeholders for the establishment of a national level testing body for unified assessment
standards across the country.

Prior to 18th Constitutional Amendment (2010) education under the entry No. 38 “Curriculum, Syllabus,
Planning, Policy, Centers of Excellence and Standards of Education” was in the concurrent legislative list
and it remained as a joint function of federal and provincial governments. Federal government regulated
higher education through Federal HEC for which HEC Ordinance 2002 was enacted. With the passage of
the 18th Constitutional Amendment, education was shifted to the legislative and executive jurisdiction
of the provinces. Meanwhile, a new entry at No.12 of Federal Legislative-II was inserted into the
constitution i.e. “Standards in Institutions for Higher Education and research, scientific and technical
Institutions.” which falls under the purview and domain of Council of Common Interests (CCI) as
joint/shared responsibility of both the federal and provincial governments.

The working group on higher education reforms, comprising of senior academicians, higher education
experts and elected office bearers of Federation of All Pakistan Universities Academic Staff Association
(FAPUASA) also demanded that as per decision of Lahore High Court and Entry 12 of Federal Legislative
List Part II, standards in higher education should be formulated and reviewed in consultation with the
concerned stakeholders especially provincial governments and elected representatives of university
faculty. The provincial governments should undertake the financial responsibility of provincial
universities through respective autonomous bodies led by senior academicians i.e. provincial Higher
Education Commissions (PHECs) which have already been established by two large provinces.

In Pakistan, out of total 187 recognized public and private sector universities, less than 20% i.e. 35
higher education institutes are federally charted remaining more than 80% are under the legislative and
administrative control of provincial governments. As a federal country having central and provincial
governments, Pakistan also needs to learn from other federations’ experiences. As per the QS ranking
2016, among the top five countries with strongest higher education systems in the world, four countries
are federations with the effective role of federating units in higher education sector. According to study
titled “Post-Secondary Education in 12 Federations” conducted by the Forum of Federation, a Canada-
based institute, in most of the federal countries (10 out of 12), primary responsibility for governing,
funding of public sector HEIs and approval of new academic programs lie with federating units.
Without empowering provinces in higher education sector as per 18th Constitutional Amendment,
desired results of improving higher education could not be achieved. All the provincial nominees in
Federal HEC should be directly nominated by the provincial governments/provincial HECs in order to
ensure genuine representation of the provinces in formulation of standards. Following Punjab and
Sindh, the remaining two provinces should also establish autonomous higher education bodies led by
higher education experts and academicians to cater the growing needs of the provinces in higher
education sector.

The appointment of leadership in higher education sector should be ensured through transparent and
merit based mechanism by independent search committee comprising of relevant experts and senior
academicians. The funding in higher education should be transferred to the provincial governments
which should also add more financial provincial resources to promote culture of quality teaching and
research at the universities. The federal quota policy should be implemented in all the key appointments
at federal HEC even the appointment of HEC chief should also be rotated among the provinces on
tenure basis.

b) Compare the capacity of the provinces in implication of teacher education program and maintain the
quality.

Concept of Teacher Education

Teacher education is a discipline and sub sector of education with its distinct pre service and in service
forms. It equips prospective and in service teachers with information, knowledge and pedagogical skills
to help reform their attitudes and behaviour to the profession of education. The key objective is to
facilitate the transfer of knowledge (cognitive, affective and psychomotor) to students and to build their
character and personalities. In other words teacher education refers to the policies and procedures
designed to equip teachers with the knowledge, attitudes, behaviours and skills they require to perform
their tasks effectively in the school and classroom. (Wikipedia, 09) [2] According to Sheikh M.A (1998),
teacher education encompasses acquiring all that knowledge, skills and abilities which are relevant to
the life of a “teacher as a teacher” It reshapes the attitudes, remodels the habits, and develops the
personalities of teachers.

Need for Teacher Education

Teachers’ general education and professional training both require utmost care and attention, as
whatever is acquired by them is transferred to their students with high multiple effects. The present has
witnessed and is still experiencing a rapidly but positively changing scenario of processes and
procedures of teacher training. New innovative methods are continuously being added to the already
practiced traditional pedagogical techniques. Acquainting with these developments to the point of
mastery is needed for the promotion and maintenance of good teaching learning standards. Good
quality teacher education about these key elements paves the way of the development of the education
system in the long run.

Teachers are the layers of the foundations of future citizens, hence need to be educated with futuristic
perspective, so that they can develop the personalities of their students, not only as per present
requirements but also for the years to come, accommodating the new trends from the global outlook.
This is very important as teacher is one of the key agents of change in all communities and a service
provider as per needs of the future. Changes are taking place not only at national but also at
international level. With every passing day distances are shrinking and communities are coming closer to
each other affecting each other’s practices of life.

Purpose of Teacher Education

The purpose of teacher education primarily is to equip prospective teachers not only with suitable
aptitudes for teaching but also with appropriate skills and abilities required to make them effective and
efficient professionals. Through different theoretical and practical activities, they are helped to
understand not only the philosophical, psychological, and sociological basis of teaching, but also the
relationship of education with the society and its values through teaching and learning processes.

The process of formal teacher education can help the prospective teachers minimize the troubles and
save the students from the wastages of hit and trial. Appropriately rendered teacher education,
provides ample opportunities to would be teachers to understand the nature of teaching; to envisage
responsibilities of a teacher; to discover that to be a teacher is much more than learning by heart the
philosophies and theories of learning; and to comprehend the practical implications of the pedagogical
strategies. It is learnt that the profession of teaching is in fact facilitating the acquisition and retention of
knowledge, values, skills and right attitudes for successful life that can initiate and promote positive
changes in the society.

Phases of Teacher Education

Arrant, J. S. (1990)[3], observed that since the dawn of the twenty first century teacher education in
developed countries remained divided into three phases:

1) Initial Teacher Education

2) Induction
3) Continuing Teacher Education

1) Initial teacher training / education

This education pertains to the training that is undertaken before formally starting the teaching
profession. It is a pre-service course done before entering the classroom as a fully responsible teacher. It
is usually provided in education colleges and education departments of universities where the student
teachers are introduced to the knowledge and skills needed to be professional teachers. The students
are formally taught the important components of this profession including aims of education, history of
education, perspectives of education, modern approaches to learning, assessment and evaluation of
learning and basics of curriculum development, educational psychology, philosophy and pedagogy. It
also provides firsthand experience of the practical aspects of the teaching profession. It usually takes a
year or so and culminates into a certificate or a degree.

2) Induction

This informal phase begins when a student teacher changes from being a part time, visiting student
teacher to a full time adequately responsible professional. Basically induction refers to the process of
providing on the job guidance and support to the teachers during the first few months of teaching or the
first year of the professional career. In countries like UK, during induction the teacher is on probation,
and receives guidance and supervision formally by the teacher-tutor, and informally from all other
colleagues & head teacher. The work load during this phase of education is reduced in order to provide
time and opportunity for guidance, reflection and grooming. This is a transitional phase from being a
student to being a full time teacher.

3) Teachers’ continuous professional development

It is an in-service process for professional refinement of practicing teachers. It is a lifelong process in

which efforts are made to improve and polish up the potentials of the teachers. It includes professional
trainings like workshops, short courses and seminars. This is usually formally arranged by good schools
or can be self-directed through reading of professional books, discussions with colleagues, benefiting
from on line courses, or attending training workshops, conferences, and symposiums.

With the passage of time, all institutions have started to value in service training of teachers more and
more; and are regularly arranging training programs of different durations for their teachers. These
trainings are sometimes general in nature for the improvement of the overall teaching methodologies,
and sometimes focused on improving specific subject-teaching skills, enabling teachers master
innovative concepts recently incorporated in the existing curriculum. Such in service trainings are usually
taken up in anticipation for the expected promotions.

Usefulness of Comparing Teacher Education Systems

. All people engaged in the field of education have much to learn from the policies and educational
practices of other lands. Apparently the educational system of a country grows out of the historical
background, economic and social conditions, geographical features and political systems and no country
is in a position to totally adopt the educational patterns of another country as such. But lessons can be
learnt, and successful

The knowledge about the successes and failures of other systems can be very awakening and beneficial
in comprehending one’s own educational problems. The backwardness or advancement of one’s own
system can be ascertained only through analytical comparison, particularly with those of the
economically and educationally advanced countries.

Aiou Solved Assignments 1 & 2 Autumn 2018 code 8626

Q.4 Describe the nature, scope and the significance of Induction training of teacher also highlight the
models of indication training.

Induction training

What is the definition of induction training? Induction training is a term professionals in the Human
Resources field use for employee training. It is a form of introduction that allows employees and new
hires “learn the ropes” of their new job or position and get started easily.

In the past, most people expected to stay on the same job for all their lives and retire from it. So they
had all the time in the world to “learn on the job”.

In today’s modern workforce, employees change jobs many times over the course of the years, and a
proper training could not only have them up and running faster, but also help them feel like they have
mastered their jobs and increase talent retention. For seasonal hires, like the hospitality industry,
manufacturing and sales, it’s even more paramount that the new hires get a fast-track training to help
them get started quickly, and avoid errors.

Now you know the meaning of induction training, let’s talk about how to improve induction training,
alternatives and how our LMS can help.
How to improve induction training

Induction training can be improved by creating a systematic training experience using a Learning
Management System (LMS). In an LMS, the training takes place online, with online courses and exams.
Your users can take the training using the company’s devices or their own. The training materials can
easily be updated and shared, saving a lot of time and company money.

Alternatives to induction training

The alternative to induction training would be having your trainees “learn on the job” which could take a
long time and cost the company a lot more money. It goes without saying that training on the job for
seasonal workers takes up a lot of otherwise useful company time. Utilizing induction training can speed
the process up, get your new hires motivated and full of energy on their new job.

Advantages of proper induction training to the new employee

Makes the new employee feel respected and valued: Good induction training gives a warm welcome
to the employee and focuses on clarifying all his doubts about the organization and his job. It ensures
that the new employee feels comfortable in the organization. It also makes him feel that he is
welcomed, respected, and valued. This motivates the new employee greatly.

Provides the necessary information: A comprehensive induction training program helps the new
employee get all the necessary information about the company and clarifies the organization’s
expectations on him. This helps him understand the culture, work norms, policies and procedures of the
organization, and thus enables him to quickly adapt to the work environment.

Helps in establishing good communication: Induction training helps the new employee in establishing
good communication with the organization. As part of the induction training program, the new
employee is introduced to his direct supervisor, other employees, leads, and directors of the
organization. This makes him more comfortable when he has to communicate with them later.

Aiou Solved Assignments 1 & 2 code 8626

Q.5 Discuss the effect of national professional standard on teacher Education program in Pakistan.
Suggest measures to meet the standards set by higher education commission of Pakistan.

Effect of national professional standard on teacher Education program in Pakistan. The very backbone of
any nation, whether developed or developing, its education system, can be a valuable tool for providing
insight into the level and extent of progress and development in the country. And the teacher happens
to be one of the core elements of the education system.

The education, experience, job satisfaction, security and incentives are key factors effecting the
performance of teachers. As far as job satisfaction, security and incentives are concerned, these are
somewhat related with the monetary affairs and budgetary plans of the government. Education and
experience, on the other hand, is something that can be worked upon. That’s where the various teacher
training courses and degree programmes come in.

ARTICLE CONTINUES AFTER AD

Let us now take a brief look at what these standards are with special reference to our local setting.
Firstly, the teacher must possess subject-matter knowledge. He or she should be able to apply it
efficiently and effectively in whatever setting/situation he comes up with. Following the traditional
syllabi the potential teachers are heavily burdened with theoretical subject-matter knowledge and since
there is a lack of practical work so they are unable to apply the acquired knowledge in varying situations.

The second standard is human growth and development something which is highly important in the
teaching-learning process. The teacher should not only be well acquainted with the basic concepts of
educational psychology, developmental phases and their requirements, principles of development,
development factors, individual differences The third standard is regarding knowledge of Islamic ethical
values/social life skills. The teacher should be well-versed with these and be able to educate the pupils
about the ethical values and life skills. But in the absence of practical work, life skills are somewhat
extinct among teachers and there is a huge contradiction between the teacher’s words and actions
which in turn affects the students’ attitude and behaviour.

The next standard is related to the use of proper instructional planning and strategies. The teacher must
not only know the importance of planning the lesson, pedagogy and strategies. He or she should also be
well-acquainted with all the teaching aids that can help in achieving the objectives of a lesson. But in
practice the situation is quite discouraging as even after completion of their teaching training, the
teachers are unaware of the use of overhead projectors (OHPs) and multimedia projectors. The fifth is
the assessment standard which means that the teacher should know the significance of assessment and
different assessment techniques and methods. He or she should not show favouritism while assessing
any of the students but the fact of the matter is quite contradictory to the standard.

Accreditation and Quality Assurance

His present quality of higher education in Pakistan is very low as measured by teacher qualifications,
publications, participation in international conferences, teaching and learning, or significant research
findings. Considering faculty qualifications alone, just 25 percent of the current teaching body at
Pakistan’s universities holds a Ph.D. Therefore, it is no surprise that the HEC has put quality
improvement and relevance at the top of its agenda. An overall aim of the MTDF is to: “establish and
implement stringent quality criteria developed against international standards to assess the
performance on both the programme and institutional levels.”

Faculty Development and the Promotion of Excellence in Learning and Research

As noted above, just 25 percent of Pakistan’s lecturers currently hold doctorates, while just 290 were
produced in academic year 2002-03. This means that if quality standards are to be improved, it is critical
that university faculty be better qualified and exposed to better research opportunities. Therefore,
primary among the new initiatives outlined by the MTDF are a range of faculty-development programs
that include increased research support at the masters and Ph.D. levels; the creation of new programs
to enroll more students in Ph.D.

International Scholarship Programs

More than 800 Pakistani students are currently on scholarships for graduate programs abroad in
engineering or the sciences — up from about 20 in 2002. These include masters and doctoral programs
at leading international universities that are either fully funded by the Pakistan government and focus
on the sciences and engineering; or that are collaboratively funded with private donors and foreign
governments (donor preferences are kept in mind in these cases).

Pakistani students have been traveling abroad to prestigious universities in the West for decades;
however, these opportunities have generally been available only to the privileged few with the
necessary financial resources. Now the picture is changing and in addition to the 800 students
mentioned above, funding has recently been approved for 2,000 more.

Assignment no 02

Q.1 Differentiate between teaching practice and intemship with example. Also Explain the purpose and
significance of teaching practice teacher education curriculum.

Difference between a Practicum and an Internship?

Understanding the difference between a practicum and an internship can better prepare students for
the curriculum demands of their degree programs.

Essentially, educational practicums and internships are supervised on-site work experiences that allow
students to practice and demonstrate their developing skills and competencies in their chosen career.
While these experiences bear some similarities in design, their purpose and scope are quite different.

The Practicum Experience

Practicums are field experiences that allow a student to observe and document how working
professionals perform their job responsibilities. Students will also participate to a limited extent in
performing tasks under supervision by program professors and on-site staff. Concurrently, students
enroll in a course which outlines the expectations and requirements of the practicum.

The expectations associated with a practicum vary according to the career.

For example, a practicum in teaching may require assisting the teacher with implementing small group
instruction, whereas a practicum in nursing may entail recording vital signs for one or two patients
under supervision. General characteristics of practicums include:

Shadowing one or more assigned employees who will guide the on-site experience.

Observing and correlating practices in the field with theories and methods previously studied.

Recording data or assisting with tasks as directed by on-site personnel.

Completing practicum course assignments.

Participation at the practicum site is typically two or three times per week for a few hours per session.
No remuneration is expected for a practicum, but it does qualify for academic credit.

The Internship Experience

As compared to practicums, internships take on the characteristics of a real job focusing on independent
application of skills and knowledge in the workplace setting. Students are placed with on-site
professionals who manage their workload and oversee their performance much as an administrator in
an actual employment setting would. Additionally, program instructors visit the student two to three
times during the internship to evaluate their progress and performance.

Example

Resource: What Kind of Internship Should I Get for a Master’s Degree in Counseling?

A major difference between a practicum and an internship involves the degree of expected involvement
of the student with hands-on work. The expansion of task expectations can be demonstrated using the
previous examples from the education and medical fields. Compared to a practicum student, student
teaching interns would not only assist with lesson planning but collaborate with their supervising
teachers to create and instruct whole-group lessons independently. In a similar fashion, nursing interns
would go beyond mere charting of vital signs. They would be expected to understand and independently
perform evaluation procedures on multiple patients, then accurately record their results and consult
with their nursing supervisor about them.

Internships are usually considered to be full-time experiences, following the work schedule of the
assigned placement. They also receive academic credit, and in some cases, may provide a stipend for
services rendered.

As an avenue for preparing graduates for careers, academic practicum and internship experiences are
valuable tools for learning. They not only afford students opportunities to demonstrate their knowledge
and practice their skills in real world settings but prepare students for the realities of the workplace. By
understanding the differences between a practicum and an internship, students have the advantage of
being better prepared to navigate the curriculum of the degree programs they are pursuing.

Teacher training benefits skills

Authority’s skills-based teacher training has built a common approach to teaching and learning across
schools in the area. Pupils’ thinking skills have progressed well, especially in transition between primary
and secondary school and professional learning communities have encouraged teachers to share their
experiences and practices.
Context

Wareham is situated in north-east Wales and is bordered by Flint shire to the north-west, Denbighshire
to the west, Posy’s to the south and England to the east. The total population is 133,207. The
percentage of Wareham pupils of compulsory school age eligible for free school meals is 19%, similar to
that nationally.

Strategy

The local authority wanted to promote joint-working and better understanding of skills-based learning.

Action

The local authority provides training for two teachers from each school, one of which should have a
leadership responsibility and be responsible for developing teaching and learning across the school.
Teachers attend the course with both primary and secondary colleagues from their cluster, supporting
them in the development of professional learning communities to share good practice and agree a
common skills-based approach with their feeder secondary school.

The course aims to:

raise standards of pupil achievement and promote high-quality learning and teaching in schools;

ensure that the teaching that learners receive and the learning they experience has a positive and
sustained impact on the outcomes they achieve and on their wellbeing;

support the building of a shared vision of successful teaching and effective learning, and a shared
skills-based pedagogy;

enable learners to become more engaged, effective and motivated and so achieve better quality
outcomes;

encourage teachers to talk about what makes good pedagogical practice, the elements that need to
be present for effective teaching and successful learning to take place, and how these elements interact;

And develop a common vocabulary to enable practitioners to converse across all sectors, settings and
phases.
Teachers are asked to implement the strategies and research their effectiveness on raising pupil
attainment. The outcome of their research is fed back to colleagues both at school and at the
subsequent course. The headteacher of each school is given a copy of each teacher’s personal learning
target agreed with the course leader. The headteacher is expected to monitor the action taken by the
member of staff and ensure that the strategies learned on the course are embedded in classroom
practice. Attendance on this course is a requirement for all newly qualified teachers appointed to
Wareham schools.

Outcomes

As a result of the training, improvements include:

a common approach to skills-based teaching and learning in all schools in the cluster;

better continuity and progression in pupils’ thinking skills, especially in transition between key stage 2
and key stage 3;

improved pupil achievement;

The development of schools as professional learning communities.

Aiou Solved Assignments 1 & 2 Autumn 2018 code 8626

Q.2 Explain the uses and the possibilities of computer assisted instruction for teacher training. What
kind of training is required for teacher educators for integrating computer Assisted Instruction in
Teacher Education curriculum

Computer Assisted Instruction (CAI)

The most striking innovation in the field of educational technology is the use of computers in the
instructional process. Computer Assisted Instruction is a natural outgrowth of the application of the
principles of Programmed Instruction. The main objective of CAI is to provide the needed flexibility for
individualizing the educational process. It meets the need of a specific learner in a way in which it almost
impossible to do so in a face-to-face student teacher relationship. A computer is such a device which can
cater to the needs of the individual learners by storing a large amount of information. It can process the
information suiting to the needs of the individual learner. It can cater to great variety of educational
needs that range widely with respect to educational levels, subject matter, and style of instruction and
level of learning from drill and practice to problem solving.
Use of computer to assist in the presentation of instructional materials to a student, to monitor learning
progress, or to select additional instructional materials in accordance with the needs of individual
learners.

Modes of CAI

Drill and Practice: This mode is designed to teach basic facts. The student is asked to type in answers to
questions and the computer tells him about the correctness of his response. The pupil is presented with
more questions until the material is committed to memory. Control of learning rests with the computer
since it initiates and controls the students’ activity. Although dill and practice programmes might help
students memorize facts and information they can go beyond this and ask questions which involve the
use of procedural knowledge to supply answers and provide reinforcement and feedback.

Tutorial: Tutorial is used to teach basic concepts or methods. The tutorial type utilizes written
explanations, descriptions, questions, problems and graphic illustrations for teaching concepts much like
a tutor. Tutorial mode is very useful when students show varying levels of conceptual understanding and
it can provide for individual tutoring needs that may be difficult to satisfy through traditional
instructional arrangements. The computer specifies the tasks and on submission of answers by the
students, the computer checks and provides feedback. Control of the learning situation rests with the
computer.

Simulation: Simulation deals with the representation of an event, system or equipment. This is an
excellent mode which enables students to investigate and experiment with system and processes which
are complex, dangerous and expensive. It has the unique ability to compress time and produce
expensive, delicate or dangerous systems and equipment. Simulation allows students to investigate the
optimum conditions for carrying out a particular process and gain an appreciation of the situation and
constrains.

Modeling: Computer programs can be used to build complex mathematical models and explore them
quantitatively, rapidly and in great detail. It is also easy to compare alternative models and investigate
their relative behavior with respect to any parameters.

Educational Gaming: It can be programmed where the student is placed in a competitive position with
either another student or the computer itself. These are best suited to teach rules, procedures, etc.

Affecting Technology Use

The first category is, quite obviously, one’s access to technology. For us, however, access is defined
broadly to include the opportunities all participants have to utilize technology — students, teacher
educators, classroom teachers and children and adolescents. The second category concerns the nature
of training and ongoing support for learning about technology and, simultaneously, learning about the
educational potential of technology. The final category deals with the social and instructional context
that encourages (or discourages) both learning more about and using technology.

Access. Several investigations have found that loaning equipment and providing ongoing support
promotes technology use among professors, students, and teachers (OTA, 1995) and can encourage
social, collegial, and professional development activities. However, unless students have ongoing
technical support, the advantages may be lost (Scrum, 1993). It has been our experience over three
years that making equipment available is far from sufficient. The importance readily available,
consistent, and expert help cannot be overemphasized. A non-threatening climate of support is essential
for novice computer users and for continued sustained use of technology.

Finally, access also came to mean a forum for the discussion of controversial topics in university courses
and seminars. We found evidence that supports others’ work suggesting that smaller sub-cultures or
personal spaces in which students can interact outside of face-to-face meetings were created (Barnes,
1993; Varela, Thompson, & Rosh, 1991; Harrington, 1994). In one of the elementary teacher education
programs at the University of Illinois, students described e-mail as helping them discuss ethnicity-related
topics in a social studies methods course. They described face-to-face situations as being too
threatening at certain points in the dialogue and valued e-mail as a safety zone in which dialogue flowed
more freely. In a secondary mathematics course, an instructor described a situation where two preserve
teachers wanted to discuss multiculturalism as it relates to the teaching of mathematics during the
weekly on-campus seminar.

The supervisor did not view multiculturalism as separate from the teaching of mathematics and so
encouraged the preserve teachers to discuss the issue on the class e-mail reflector in subsequent
dialogue.

Training. For us training is not synonymous with a course on computer based technology. The Teaching
Teleapprenticeships data suggest that modeling by instructors, incorporating technology in content
related assignments, and providing an “on-call” support staff comprises a training model that increases
the use of technology among teacher educators, as well as their students.

For example, one elementary cooperating teacher, after receiving a technology grant, devised a
personal electronic teaching portfolio. After sharing her portfolio with three student teachers placed in
her room, they too prepared an electronic teaching portfolio and, in subsequent student teaching
placements, taught additional teachers in their preparation of electronic portfolios. Students reported
that they also value opportunities to share specific classroom applications and experiences with
mentors. In one of the secondary science student teaching cohorts, one technology-proficient student
downloaded specific science experiments for classroom use from America On-line (AOL) and e-mailed
the files to the other science student teachers who then printed out the information and used the
experiments or kept them for future resource. These examples, plus numerous others suggest that
modeling became a multi-directional activity. Users, no matter what role group, served as models for
others as ideas were shared across campuses and classrooms.

In our project, as in several others, we found that training not connected to subject matter or immediate
instructional purpose was not valued by students (Thompson & Schmidt, 1994). Several researchers
have documented the importance of faculty demonstrating the use of technology in classroom
instruction which are linked directly to subject matter (Brownell, 1991; Schmidt et al., 1994). One of the
co-authors, then teaching prospective secondary English teachers, paired the preserve teachers with
students in a rural high school English class and served as peer editors on the high scholars’ writing
assignments all sent via e-mail. Analysis of the feedback from both university and high school students
suggests that the prospective teachers were able to learn about technology use, high school students,
and the evaluation of students’ work in an integrated manner. All participants, including the co-author,
were very excited about the practical use of technology to promote learning for students and for
prospective teachers.

When the prospective teachers only saw technology used as a tool, they were seldom able to
incorporate technology into their own curriculum (Howard, 1994; Trashier et al., 1991). Secondary
student teachers in content specific methods courses where professors and teaching assistants did not
tie technology use into the course syllabus described not being comfortable with incorporating
technology into their secondary classroom instruction. In one science cohort of student teachers, use of
electronic mail was not a required component to the course and as a result, the student teachers
reported not using the Internet much at all.

We are suggesting then, an expanded definition of the term training for technology in preserve
education courses beyond that of the traditional didactic or autonomous course model. Inadequate and
inappropriate training continues to be a barrier to the implementation of computer technologies.
Training in technology use must coincide with course goals and be seen as an integral course
component.

Context. Context, in the Teaching Teleapprenticeships project, was not defined as a computer lab, nor as
a work station. Context included the program in which prospective teachers worked, the faculty with
whom they worked, and the school settings in which they began practical applications of technology in
teaching. While our project had some control over access and training, the contexts in which
prospective teachers worked varied within districts and, in many cases, within buildings.
Secondary field experiences offered opportunities for technology use but not as consistently as
elementary settings. Perhaps this disparity can be attributed to secondary teachers having different
content preparations with different students different hours of the day, fewer opportunities at the high
school level for team planning and teaching where knowledge and experiences can be shared, larger
secondary student populations, and professional development opportunities at the secondary level
which are tied more to content and individual teacher choice than at the elementary level. Or, perhaps
this disparity could result from decisions to place high school and middle school computers in labs, as
opposed to classrooms. This suggests that further study of the contexts for learning to teach is
warranted.

Aside from this global difference, we also found differences between buildings. When hardware and
software were not readily available at the school, technology use was unlikely and caused frustration
among professors, teachers, and students who wanted to use technology. For example, an elementary
school in one program at the University of Illinois experienced major difficulties in connecting to the
network. This inhibited the student teachers’ use of the computer for Internet exploration and e-mail
use. Students at this school spoke in interviews and wrote in semester program evaluations about
repeatedly trying to gain access without success. They conveyed frustrations in the amount of time
devoted to failed attempts and described an eventual “shutting down” of student teachers’ and
teachers’ desire and willingness to use technology because of technical barriers.

Aiou Solved Assignments Autumn 2018 code 8626

Q.3 Highlight the importance of Microteaching and its scope in the development of novice teacher skill
provide example to justify the 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.

Example

Important to the consumers

Microeconomics provides the ways for proper allocation of money on different goods and services so
that they can get maximum utility. There are different theories of consumers behavior, the theories
explain how the consumers should spend the limited money they have to maximize their satisfaction
2. Important to the firms or businessmen

the firms or businessmen use the microeconomic theories of consumer behavior, production, cost,
market, revenue and so on to make proper economic decisions. The microeconomics helps them to
know the purchasing power of ability to pay, proper combination of inputs to maximize cost or maximize
profit, effects of change in tax rates, subsidies and so on

3. Important to the government

Government can determine taxes, subsidies, wage level, allowances etc on the basis of effects of change
in these factors on the demand for goods and services. Some goods are levied while some are
subsidized. The salaries and allowances are adjusted on the basis of relationship between these
variables and demand. Interest rate, exchange rate and money supply too are changed with the help of
microeconomic theories.

4. Important for the study of other economic science.

Microeconomics helps us to study of other economic sciences like macroeconomics, public finance,
monetary economics, labor economics, and international trade economics and so on. The theories and
laws of these economic sciences are based upon micro economics theories and laws.

Importance of macroeconomics

1. To know the relationship between macroeconomics variables:

The macroeconomics helps us in the study of relationship between large numbers of macroeconomics
variables. The variables are Aggregate consumption, Aggregate income, aggregate saving, Aggregate
investment, Aggregate demand, Aggregate supply, Price level

2. To know the functioning of economy

Macroeconomics helps us to know how the economy functions, how it is regulated, for it
macroeconomics provides us the knowledge of product market, labor market, capital market, land
market, international trade market etc. it informs us the country can achieve equilibrium only if all of
the markets are in equilibrium.

3. To correct unfavorable balance of trade and payment

Macroeconomics provides us different theories of international trade. It provides us different remedies

of import dependency and greater outflow of money from the country. The government or country may
adjust custom duty, exchange rate, transaction of gold etc to promote export and to reduce import.

4. To achieve high economic growth and employment level

with the help of theories and models of economic growth and employment we can induce investment
increase in income and employment opportunities.

Aiou Solved Assignments 1 & 2 code 8626

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

TEACHER TRAINING IN MALAYSIA

Education in Malaysia

Education in the country consist of pre-school, primary school, secondary, tertiary and postgraduate.
The Kementerian Pellagra Malaysia is responsible from pre-school to secondary school while Ministry of
Higher education is liable for tertiary education.

The majority of the primary school pupils continue their education at government secondary schools
where the medium of instruction is Malay. The first 9 years of education is free and compulsory and
pupils progress across the grade levels by automatic promotion.

Preschool Education

There is no fixed age limit however commonly children start preschool education at the age of 5 years.
Schooling can begin earlier, from 3-6, in Kindergarten. Preschool education usually lasts for 2 years,
before they proceed to primary school at age 7. There is no formal preschool curriculum except a formal
mandatory training and certification for principals and teachers before they may operate a preschool.
Primary

Primary Education in Malaysia consists of 6 years of education and is also referred as Standards 1
through 6. Students enter primary schools at the age of 7 and leave at the age of 12. Students are
promoted to the next Standard without any examination. Vernacular schools generally conduct classes
in Mandarin for Chinese vernacular schools and Tamil for Tamil vernacular schools. Participation in the
UPSR is not compulsory, but many vernacular schools also administer the UPSR to their students as this
allows for re-integration of their students into national schools for secondary education. Recently,
attempts have been made to establish (Sekolah Wawasan) or vision schools. Vision schools share
facilities with one or more national schools, ostensibly to encourage closer interaction.

SecondarySecondary schooling consists of 5 years of schooling and this is referred to as Form 1 to Form
5. Public secondary schools are considered as extensions of the national schools. In Form 3, the
Penilaian Menengah Rendah or Lower Secondary Evaluation is taken by students. Depending on their
results, they will be streamed into either the Science stream or Arts stream. The Science stream is
generally more desirable, and students are allowed to elect to go to the Arts from the Science stream,
but not vice-versa

MatriculationAfter SPM, students would have a choice of either studying Form 6 or the matriculation
(pre-university). Should they choose to continue studying in Form 6, they will also take the Sijil Pelajaran
Tinggi Malaysia or Malaysian Certificate of Higher Education examination (its British equivalent is the
General Certificate of Education ‘A’ Levels examination). Form 6 consists of two years of study which is
known as lower 6 and upper 6. In general, the STPM is only useful if one desires to attend a public
university. The matriculation programme has undergone some criticism as it is a general consensus that
this programme is much easier compared to STPM and serves to help Bumiputeras enter the public
university easily.

Tertiary

Tertiary education in the public universities is heavily subsidised by the government. Applicants to public
universities must have completed the matriculation program or have an STPM grade. Excellence in these
examinations does not guarantee a place in a public university. The selection criteria are largely opaque
as no strictly enforced defined guidelines exists.

Teacher Education Institutions

Mainly two types of teacher training institutes are providing training to teachers in Malaysia;
1. Pre-service teacher training institutes in Malaysia

In Malaysia, the training of pre-service teacher for both primary and secondary schools is mainly
provided by the 28 teacher training colleges which are under the Teacher Education Division of the
Ministry of Education, as well as the 11 public universities.

There are two main types of pre-service programmes:

The Malaysian Diploma of TeachingMDT)

and the Postgraduate Diploma of Teaching (PDT).

There are also a number of twinning programmes between local and overseas universities

where selected students train to be teachers. Across Malaysia, about 4000 teachers graduate each year
from the MDT and about 3000 from the PDT.

In Service Programmes

Training for in service teachers on the other hand is divided into the following

programmes

(i) Special Degree Programme (For non graduates teachers)

(ii) Special Teaching Certificate (KSPK) and, (iii) Professional Development Courses.

In service teachers who follow these training programme usually will be given a full-paid salary and
training allowance (for Special Teaching Certificate Course and Professional

Development Courses) or a half-pay leave.

Admission criteria for TTIs

The postgraduate diploma of teaching entry requirements includes a Bachelors Degree from a local or
overseas university or institution of higher learning and a credit in Malay Language at the School
Certificate level. Malaysia is in the process of upgrading the qualification of its teachers. By 2005, all
secondary teachers are expected be university graduates, and that by 2020 all teachers will be
graduates. For teachers who have a three-year teaching diploma based on “O” level educational
qualification, the pathway to the degree is through a pre-course 14 week in-service programme in the
subject matter plus one full-time year at a teacher training college and three full-time years at a
university.

Introduction
Medical teachers unlike most other teaching professionals are unique in that no special prior or in
service training in pedagogic techniques is considered necessary for their recruitment as teachers or for
their continued efficient performance in that capacity. The former has the inherent disadvantage of
being essentially a passive process where one learns by imitation. It is time consuming and there is
always the inherent possibility of bad role models. The latter process of learning “while doing” is even
more risky.

:: Microteaching

Microteaching is so called since it is analogous to putting the teacher under a microscope so to say while
he is teaching so that all faults in teaching methodology are brought into perspective for the observers
to give a constructive feedback. It eliminates some of the complexities of learning to teach in the
classroom situation such as the pressure of length of the lecture, the scope and content of the matter to
be conveyed, the need to teach for a relatively long duration of time (usually an hour) and the need to
face large numbers of students, some of whom are hostile temperamentally.

Microteaching also provides skilled supervision with an opportunity to get a constructive feedback. To
go back to the analogy of the swimmer, while classroom teaching is like learning to swim at the deeper
end of the pool, microteaching is an opportunity to practice at the shallower and less risky side.

Component skills approach

Inherent in the process of microteaching is what is called the “component skills approach”, i.e the
activity of teaching as a whole is broken down for learning purposes to its individual component skills.
These individual skills which go to make teaching are:

i) Lesson planning – having clear cut objectives, and an appropriate planned sequence.

ii) Set induction – the process of gaining pupil attention at the beginning of the class.

iii) Presentation – explaining, narrating, giving appropriate illustrations and examples, planned repetition
where necessary.

iv) Stimulus variation – avoidance of boredom amongst students by gestures, movements, focusing,
silence, changing sensory channels etc.
v) Proper use of audio – visual aids.

vi) Reinforcement- Recognising pupil difficulties, listening, encouraging pupil participation and response.

vii) Questioning – fluency in asking questions, passing questions and adapting questions.

viii) Silence and nonverbal cues (body language)

ix) Closure – method of concluding a teaching session so as to bring out the relevance of what has been
learnt, its connection with past learning and its application to future learning.

:: Microteaching cycle

The components of the microteaching cycle are shown in Figure. The Microteaching cycle starts with
planning. Video recording can be done if facilities permit. At the- end of the 5 or 10 minutes session as
planned, the teacher is given a feedback on the deficiencies noticed in his teaching methodology.
Feedback can be aided by playing back the video recording. Using the feedback to help himself, the
teacher is asked to replan his lesson keeping the comments in view and reteach immediately the same
lesson to another group. Such repeated cycles of teaching, feedback and reteaching help the teacher to
improve his teaching skills one at a time. Several such sequences can be planned at the departmental
level.

Advantages of microteaching

Microteaching has several advantages. It focuses on sharpening and developing specific teaching skills
and eliminating errors. It enables understanding of behaviours important in classroom teaching. It
increases the confidence of the learner teacher. It is a vehicle of continuous training applicable at all
stages not only to teachers at the beginning of their career but also for more senior teachers. It enables
projection of model instructional skills. It provides expert supervision and a constructive feedback and
above all if provides for repeated practice without adverse consequences to the teacher or his students.
Criticisms

Lack of adequate and indepth awareness of the purpose of microteaching has led to criticisms that
microteaching produces homogenised standard robots with set smiles and procedures. It is said to be
(wrongly) a form of play acting in unnatural surroundings and it is feared that the acquired skills may not
be internalised. However, these criticisms lack substance. A lot depends on the motivation of the
teacher to improve himself and the ability of the observer to give a good feedback. Repeated
experiments abroad have shown that over a period of time microteaching produces remarkable
improvement in teaching skills.

Aiou Solved Assignments 1 & 2 code 8626 Autumn 2018

Q.5 Discuss the importance of establishment of participate between the teacher training institution of
Pakistan.

In-Service Training

A cornerstone of school transformation for improvement is the catalytic role of teachers and head
teachers, which in turn is highly dependent upon their professional abilities. ITA since 2000,has been
engaged with in-service training. This is conducted at both, in-country and out of country levels to
support continuous professional development (CPD) for primary and secondary teachers and managers.

Continuous Professional Development (CPD) Teachers; Head teachers; Trainers and Supervisors

Objectives:

To work directly with partner schools, public and private teacher training institution and the corporate
sector as a service provider

To enhance the overall professional expertise of school teachers and head teachrs (ECE, elementary/
secondary) in public sector and non-state schools (formal and non-formal systems)

To inculcate general and specific pedagogical skills in teachers based on training needs assessment,
evaluation and research

To impart hands on techniques of classroom, curriculum management and extension

To improve, adapt and redesign the content knowledge, skills and attitudes in Primary & Secondary
level English, Mathematics and Science teaching
 To sensitize school heads/principals on educational management aspects with particular focus on
education change theories, rights based education, interactive teaching methods, effective school
management and support to emerging disciplines of brain sciences, ICTs, historical enquiry, and
education for sustainable development

Out of Country In-Service Training:

Pakistani Teachers Training Summer Institute – at the Plymouth State University (PSU) USA PSU

In 2004 Pakistani Teachers Training Summer Institute was launched as the inaugural program,
superseding the 9/11 commission Report which included a recommendation to “strengthen long-term
U.S. and international commitments to the future of Pakistan”. Since 2004 each year the U.S.
Department of State, Bureau of Educational & Cultural Affairs, has awarded US $250,000 to the
Plymouth Sate Unviersity New Hampshire USA to bring 20-25 Pakistani administrators, managers and
teachers to campus for a four to five-week groundbreaking program and cross-cultural exchange. The
goal was to help educators enhance their subject knowledge, pedagogical skills and disposition toward
new ways of teaching. Each year since 2004 the Summer Training Institute is a collaboration between
Plymouth State University (PSU) NH, USA, Idara-e-Taleem-o-Aagahi (ITA) and School Improvement
Network Pakistan (SINP). Plymouth State University Teachers Training Program is a continuation of
Idara-e-Taleem-o-Aagahi’s (’Centre for Education and Consciousness’) struggle for capacity building of
stakeholders from the education sector. This training is aimed at improving the pedagogical skills and
knowledge amongst the teachers belonging mainly from the Public sector and from ethnically and
geographically diverse backgrounds. Teachers themselves have been demanding for such training
opportunities. This training program is expected to fulfill their demands and enhance their capacity to
promote quality education in Pakistan.

Program Goals

To develop and deliver technical training in the areas of Mathematics, Science and English, focusing in
secondary level teachers, education managers / administrators, researchers and planners.

To build and promote mutual understanding between the USA and Pakistan through such cross
cultural education linkages.

Program Objectives

To provide training to 20 to 25 educators for a period of 5 weeks every year.

To upgrade the skills of participants to improve their abilities in their respective fields.

To introduce the modern techniques to participants, used in educational institutions.

Plymouth State University

Plymouth State University is a coeducational, residential university with an enrollment of approximately

3,800 undergraduate students and 1,500 graduate students. Established in 1871, the university offers
B.A, B.Ed, B.Sc, M.BA, M.A and M.Ed degrees and the Certificate of Advanced Graduate Studies (CAGS)
in Education. Plymouth State University is accredited by the New England Association of Schools and
Colleges, the New Hampshire Post Secondary Education Commission, and the National Council for
Accreditation of Teacher Education (NCATE).

Outcomes:

New skills, knowledge and attitudes are sustained within the participating institutions and have led to
improved organizational performance in research, teaching and learning outcomes in the core areas of
Math, Science and English language.

Participants on returning to their work sites commit themselves to share their new knowledge, skills
and perceptions with colleagues and influence outreach-training services within Pakistan. Over 116,000
teachers/trainers have been trained by 65 alumni of PSU since 2004..the number is growing

Majority of the returning participants/alumni have achieved significant promotions, In one case the
Director Secondary Schools in AJK has become the Secretary Education AJ&K!

A recurrent finding is that of attitudinal transformation which in turn has positively influenced
professional practice

Participants have formed networking teams and linkages with other groups to mutually enhance
capabilities, reinforce leadership potentials and promote positive pedagogical trends within the country.
It is hoped that such initiatives will lead to better learning outcomes and professionalism in the field of
teaching in Pakistan.

Such programs promote goodwill and cultural understanding between the Pakistani and American
participants.

Institutional partners of ITA ;

Federal Directorate of Education (FDE) ,

Federal College of Education (FCE), Islamabad

Allama Iqbal Open University, Islamabad

Department of Education Sindh

Sindh Education Foundation (SEF)

Aga Khan University – Institute of Professional Development (AKU-IED)

Fatimiyah School System Karachi

Department of Education Balochistan

 Department of Education Punjab

Directorate of Staff Development (DSD), Govt of Punjab

University of Education Lahore

Punjab University – Institute of Education Research (IER)

Punjab Education Foundation

Government College of Elementary Training (GCET) -Multan;

Beaconhouse School System

World Wild Life Fund

Sanjan Nagar Public Education Trust (SNPET)

Directorate of Education- FATA

Kashmir Education Foundation (KEF)

Department of Education AJK

xpanding from In-Service to Pre-Service – the natural synergy

With such a rich and diverse base of institutional partnerships and sometimes as many as 800 teachers
trained each month for a six day training program, ITA decided in 2007 to embark on upgrading its work
by embarking upon an enterprise titled: the Institution for Professional Development – Pakistan This
shift has been readily supported by its board, its institutional partners and by corporate social
responsibility (CSR) partners of ITA. UNILEVER Pakistan has agreed to finance the initial two years of
work of IPD in its formation phase.

IPD Pakistan is poised to initiate a pre-service program for teachers and head teachers in 2009
September, with affiliation to the Punjab University and IER, IPD Pakistan aspires to become a degree
awarding institution by 2012.

IPD will be engaging with the processes towards a pre-service teacher education reform program,
particularly, the B.ed four year professional degree that has become a necessity to elevate the status
and skill set of teachers. B.ed as a four year program will become the milestone for reform of PTC, CT
and other diplomas which will all have a logical and modular link to the four year B.ed to allow for the
existing PTC, CT teachers opportunities for working towards the B.ed through a flexible and staggered
approach.

Goal

To establish a state of the art “institute for professional development Pakistan” for pre and in-service
training of educators as a degree awarding institution

Objectives
To established a well governed Institute of Professional Development meeting international standards of
excellence and quality assurance

To engage in systemic reform of teacher education programs both pre and in-service in general, and pre
service in particular towards a four year professional degree

To research for new paradigms of education and professional development by exploring indigenous
sources, emerging brain sciences and technologies

To integrate in all options of professional development the dimensions of citizenship and civic
education, historical methods and climate change /education for sustainable development.

To actively seek institutional linkages within Pakistan, South Asia and Internationally for affiliation,
collaborative degrees and certification programs.

To mobilize scholarships for students in need particularly women and disadvantaged groups from
multiple sources, government and non-government, both within and outside Pakistan.

Training Team

In addition to its in-house trainers and resource person, ITA’s training unit’s capacity is further
strengthened by 80 alumni trained from Plymouth State University NH, USA as a partnership between
PSU and ITA. These comprise of resource persons from the Directorate of Staff Development (DSD),
University of Punjab IER, University of Education Punjab, Federal College of Education (FCE), Allama
Iqbal Open University (AIOU) Bureau of Curriculum Balochistan, Sindh Education Foundation (SEF), AKU
–IED, Provincial Institute of Teachers Education (PITE), Government College of Elementary Teachers
(GCETs), several head teachers, secondary level subject specialists. 90% belong to public sector.

ITA’s trainers have been certified by Punjab Education Foundation and ITA is rated as an A+ partner
organization by the Punjab Education Foundation.

Training Methodologies:

The following participatory tools/ methodologies are observed by the trainers to make the training
sessions interactive and meaningful:

Brainstorming

Dialoguing for reflection and change

Group work

Interactive lectures supported by multi-media

Presentations by the trainees

Role Play

Worksheets

Oral and written assessment

Usage of flipcharts

Drawings/models by the participants

Training Modules & material developed by ITA

1. School Leadership

Manual on Schools Improvement through Effective Leadership

Focal Teachers Training manual

Manual on School leadership Development program

Training Facilitation Skills