Teacher education

Teacher education

1. By Dr. Qaisar Abbas Assistant Professor Riphah International University Faisalabad [email protected] 0333-6700905 Teacher Education in Comparative Perspective

2. Objectives of Subject Describe the Aims and Objectives of Teacher Education Able to know the competency and role of the teacher Discuss about the Teacher Education in Pakistan Discuss the Teacher Education prospects and Future Discuss teacher education in comparative perspective Explain the role and responsibilities of a teacher in Islamic perspective

3. Definition Comparative education is the comparative  study of educational theories and practices in various countries related to teacher education.   Comparative education considers the implications of comparative studies for the formation and implementation of policies in teacher education, social, national and international development. Comparative education invites contributions from associated disciplines in the fields of government, management , sociology , and technology and communications which affect teachers’ educational research and policy decisions .

4. Teacher Education Introduction An educational institution performs a significant function of providing learning experiences to lead their students from the darkness of ignorance to the light of knowledge. The key personnel in the institutions who play an important role to bring about this transformation are teachers. Teacher education TE  ( TE ) or  teacher training  refers to the policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators (or, in some contexts, teacher trainers ).

5. Teacher Education Introduction Teacher Education is the programmed that is related to the development of teacher proficiency and competency that would enable and empower the teacher to meet the requirements of the profession and face the challenges therein. It is that knowledge, skill and ability which is relevant to the life of “teacher as a teacher”. A course in teacher education should seek to reshape the attitudes, remodel the habits and in a way to reconstitute the personality of a teacher. The National Council for Teacher Education has defined teacher education as – A program of education, research and training of persons to teach from pre-primary to higher education level.

6. Teacher Education Introduction According to Goods Dictionary of Education Teacher education means, ―all the formal and non-formal activities and experiences that help to qualify a person to assume responsibilities of a member of the educational profession or to discharge his responsibilities more effectively . Teacher education encompasses teaching skills, sound pedagogical theory and professional skills. Teacher Education = Teaching Skills + Pedagogical theory + Professional skills.

7. Teacher Education Introduction Teaching skills would include providing training and practice in the different techniques, approaches and strategies that would help the teachers to plan and impart instruction, provide appropriate reinforcement and conduct effective assessment . It includes effective classroom management skills, preparation and use of instructional materials and communication skills. Pedagogical theory includes the philosophical, sociological and psychological considerations that would enable the teachers to have a sound basis for practicing the teaching skills in the classroom. The theory is stage specific and is based on the needs and requirements that are characteristic of that stage . Professional skills include the techniques, strategies and approaches that would help teachers to grow in the profession and also work towards the growth of the profession. It includes soft skills, counseling skills, interpersonal skills, computer skills , information retrieving and management skills and above all lifelong learning skills.

8. Teacher Education Introduction A teacher's job is a highly respected and specialized field, be it teaching kindergarten, grade school, high school, college, or post-graduate courses. Teachers are necessary in all fields of education , and in order to be teachers themselves, they need to be educated by experts in their desired fields . Teacher education is a diverse field, covering numerous subjects and various methods of teaching. Teaching in any field is demanding and is a challenging task. Beyond regular education , some people choose to follow specialized paths, such as early childhood education or special education. These teachers need extra educational background in order to be certified to deal with their specific students. These teachers need to have extensive patience and be friendly with toddlers. Innovative play way methods need to be adopted to ensure continuing interest among kids.

9. Teacher Education Introduction Another specialized educational field is Montessori teaching. This style of teaching appears to be simple, but in reality, it is highly demanding. As this is a specific style of teaching, aimed at gifted or advanced students, with a degree of flexibility and customization not found in traditional curriculums , teachers will need to learn the best ways to work within the Montessori structure, and apply their educational background to this style of teaching . Ultimately, the goal of teacher education is to provide future teachers - or teachers looking to further develop their teaching ability - with the skills they need to convey essential information to their students. The training they will require depends on many factors, including the age group, subjects, and type of school they will be teaching in.

10. Teacher Education Introduction Teacher education is often divided into these stages: initial teacher training / education  (a pre-service course before entering the classroom as a fully responsible teacher ); induction  (the process of providing training and support during the first few years of teaching or the first year in a particular school ); teacher development  or  continuing professional development (CPD)  (an in-service process for practicing teachers).

11. Need of Teacher Education The American Commission on Teacher Education rightly observes as: The quality of a nation depends upon the quality of its citizens . The quality of its citizens depends not exclusively, but in critical measure upon the quality of their education, the quality of their education depends more than upon any single factor , upon the quality of their teacher. Teacher education is not teaching the teacher how to teach. It is to light his initiative, to keep it alive, to minimize the evils of “hit and miss” Process; and to save time, energy, money and trouble of the teacher and taught. The necessity of the teacher to perceive that the course in teacher education would help him minimise his trouble, and to appreciate that it would save the children from much of painful process through which he has himself passed teacher education is needed for developing a purpose and for formation of a positive attitude for the profession.

12. Objectives of Teacher Education 1.Imparting an adequate knowledge of the subject- matter: The objective of teacher education is to develop a good command of the subject matter of the assignment given to him in the colleges. 2.Equipping the prospective teachers with necessary pedagogic skills: The main objective of teacher education is to develop a skill to stimulate experience in the taught, under an artificially created environment, less with material resources and more by the creation of an emotional atmosphere. The teacher should develop a capacity to do, observe, infer and to generalize.

13. Objectives of Teacher Education 3. Enabling the teacher to acquire understanding of child psychology : The objective is to understand the child psychology so that the teacher is able to appreciate the difficulties experienced by children so as to bring about new modes and methods of achieving the goals in consonance with the reactions of the children . 4. Developing proper attitudes towards teaching : One of the major objectives of teacher education is to develop proper altitudes towards teaching as a result of which he will be able to maximize the achievements from both the material and human resources. There is also development of a proper perception of the problems of universal enrolment, regular attendance, and year-to-year promotion .

14. Objectives of Teacher Education 5. Developing self-confidence in the teachers : The objectives of teacher education are development of the ability to take care of himself in terms of . Adjustment with the physical conditions, Healthy adjustment with the social environment, and Adjustment with himself to derive emotional satisfaction with his life 6. Enabling teachers to make proper use of instructional facilities : The objective of teacher education is to develop the capacity to extend the resources of the school by means of improvisation of instructional facilities .

15. Objectives of Teacher Education 7. Enabling teachers to understand the significance of individual differences of child and to take appropriate steps for their optimum development : The objective of teacher education is to know the causes of individual differences as a result of which he will be able to develop the ability to be a child with children, an adult with the adults, and a responsible citizen among the community 8. Development of the ability to give direct satisfaction of parents from the achievement of children in terms of : Proper habits of taking care of the body . Proper attitudes reflected in the behavior of the children at home, in the school, in the streets, at the farms and fields etc Progress in the class The duties of the teacher is very much relevant in nursery, primary, middle, secondary, higher secondary schools. Hence the scope of teacher education is very vast.

16. Application of old and new methods of instruction Traditional/Old method of teaching is when a teacher directs students to learn through memorization and recitation techniques thereby not developing their critical thinking problem solving and decision making skills ( Sunal et al 1994) while modern or constructivist approach to teaching involves a more interacting, student-based of teaching. Here, the students learn through group participation . For effective teaching to take place, a good method must be adopted by a teacher. A teacher has many options when choosing a style by which to teach. The teacher may write lesson plans from other teachers, or search online or within books for lesson plans. When deciding what teaching method to use, a teacher needs to consider students’ background, knowledge, environment, and learning goals. Teachers are aware that students learn in different ways, but almost all children will respond well to praise. Students learn in different ways, of absorbing information and of demonstrating their knowledge. Teachers often use techniques which cater to multiple learning styles to help students retain information and strengthen understanding. A variety of strategies and methods are used to ensure that all students have equal opportunities to learn. A lesson plan may be carried out in several ways: questioning, explaining, modeling, collaborating, and demonstrating.

17. Ideology and Teacher Education If we look at the history of education in Pakistan we see how education has been used to propagate certain ideologies favoured by powerful rulers. In Ayub Khan's era, the whole emphasis was on 'economic development' whereas social development was undermined. During Zia's regime, educational institutions were used to ' Islamise ' society, whereas Pervez Musharraf's emphasis was on an imported brand of 'moderate enlightenment '. This ideology of knowledge encourages a certain pedagogy the sole objective of which is to transmit or pass on pre-existing knowledge from one generation to another. This ideology of pedagogical practices does not encourage any innovation, creativity or reflection. The students are considered passive recipients and 'mind-filling jobs' are left to teachers.

18. Ideology and Teacher Education The ideology of learning, encouraged by this kind of pedagogy, is that of cramming and recalling, which is rightly dubbed by Freire as the banking concept of knowledge. The ultimate aim of this learning is to cram pre-existing and fixed items of knowledge and reproduce them in examination papers. This ideology of learning is devoid of any critical thinking. Thus students find no motivation to reflect and reinterpret a phenomenon . This process of dominant teaching and passive learning gets encouragement and reassurance by the ideology of the existing assessment system. Our prevailing assessment system is geared towards the piecemeal assessment of disjointed items where students are not required to understand and apply acquired knowledge. This prompts us to look at the ideology of a broader aim of the present educational system that is biased in favour of powerful groups. The kind of education, prevalent in most educational institutions, not only supports existing power structures but also widens the gap between the haves and the have-nots.

19. Ideology and Teacher Education Education has to move from transmission to transformation for which we have to revisit our definitions of knowledge. This would lead to more vibrant and interactive classroom dynamics where students are engaged in co-construction of knowledge. For this we need to challenge the ideology of an existing assessment system which is memory-based and is unable to tap thinking skills of a higher order . We need to strive for an assessment system which requires students to think critically and apply knowledge in diverse contexts. For all these changes in learning, pedagogy and assessment, it is important that we revisit our ideology about the very aim of education. We need to challenge the transmission mode of education that supports existing power structures and move to the transformation mode where the main objective is to reduce socio-economic gaps in society and empower the underprivileged by maximizing their life chances.

20. Teacher and Teaching in Islamic perspective The Islamic concept of teaching and learning is not limited to the memorization of Al- Quran and religious studies by Muslim scholars. Islamic education is often erroneously perceived as education on religious matters, whereas in fact, Islamic education (based on the Quran and Sunnah ) provides a rich reservoir of knowledge in the modern sciences such as medicine, genetics, and biology. Naqli (revealed knowledge) is not all about recitation scriptures from Al-Quran; rather it emphasizes a physical and spiritual balance between everything. In the view of the Islamic intellectual tradition, any solution to the crises of our times can only be found in the recovery of our true human nature. This nature, however, cannot be grasped with the tools at the disposal of the modern sciences and academic disciplines, but rather by way of a process self-discovery.

21. Teacher and Teaching in Islamic perspective Teaching, on the other hand, denotes a process to facilitate learning. Teaching also refers to the presentation of knowledge, and demonstration of ability or skills. Effective teaching enables students to make connections of the old and the new knowledge to form new ideas. That is why competent teachers have such a crucial role in the advancement of the community. In Islam, acquisition of knowledge is obligatory. Islam teaches us to uphold the highest standard of morality and teaches righteous thinking and action. Muslim educators are duty bound to teach students the purpose of creation and to inculcate the love of the Islamic religion. Whatever we do in the classroom or in any other environment must not only be purposeful but also glorify Allah.

22. Teacher and Teaching in Islamic perspective In Islam, the philosophy of knowledge or education is created by Allah and He is the source of authentic knowledge. It is compulsory to acquire knowledge and practice what has been taught. Whatever knowledge students acquire must be meaningful and purposeful, e.g. to help mankind solve problems. He must also strive to propagate knowledge for the benefit of others. The Islamic philosophy of education stresses that both the teacher and student are equally responsible for the teaching-learning process. Essentially, the Islamic philosophy of education is neither student-centered nor teacher-centered. It is a complete code of conduct and a collective system of learning and teaching, and also based on the system of justice and brotherhood. No one in the class is allowed to take advantage of another. As evident from the above discussion, the philosophy of education which Islam presents is aimed at developing human beings spiritually, emotionally, morally, ethically, socially as well as economically. Hence, Islam gives guidance to Muslims on how to lead their lives according to the teaching of the Holy Quran and Sunnahand to achieve success in Dunia and Akhirah .

23. Community and Teacher Education One of the basic purposes of the Teacher Education is to understand the relationships between school and community and how to capitalize on these relationships for enhancing student achievement. The prospective teachers need to be introduced to the basic building blocks of these institutions in order to understand the nature of interaction between and among these institutions. It is important for the prospective teachers to understand group dynamics to be able to appreciate the nature of the nested relationships between school and community for enhancing student achievement. This theme will expose students to the theoretical bases and practical importance of communication and interaction between and among stakeholders. Student  Teachers  should consider future aspirations while grounding their discussion in their own school experiences, especially their recollections of 'good' teachers or their role models. Teachers should focus on the non-traditional roles Pakistani teachers play within their school and community . Prospective teachers will be asked to draw on examples from their own regions of birth/ residence. This will help in identifying the social factors affecting education. It will also bring out the contextual role of schools in supporting the development of education in the country in general and community in particular.

24. Research and Teacher Education The teacher educator profession has also been seen as under-researched ;  empirical research on professional practice is also scarce . However, the importance of the quality of this profession for the quality of teaching and learning has been underlined by international bodies including the OECD and the European Commission . Some writers have therefore identified a need for more research into “what teachers of teachers themselves need to know”, and what institutional supports are needed to “meet the complex demands of preparing teachers for the 21st century .” In response to this perceived need, more research projects are now focussing on the teacher educator profession . Several academic journals cover this field.

25. Teacher Education in Pakistan "Teacher" is the core to achieve quality education in Pakistan. The teaching force in Pakistan is estimated to be 1.35m working in government schools from primary to higher education. There are 270 teacher training institutions providing pre-service training (certificates, diplomas and degrees). In addition, there are 300 teacher training resource centers in the districts. The teacher training institutions are managed by the Bureau of Curriculum and Extension for pre-service programmes while the Provincial Institutes of Teacher Education (PITEs) are responsible for in-service training programmes .

26. Teacher Education in Pakistan Primary, Middle & Secondary School Teacher Training In Pakistan No system of education is above the level of its teachers. Teachers play a crucial role in the system of education. It is important that these teachers are equipped with proper knowledge , skills and attitudes in carrying out the goals of education and fulfilling their obligations. Teachers training have certain levels which correspond with the general education ability of the teachers. There are three levels of teachers training.

27. Teacher Education in Pakistan Primary, Middle & Secondary School Teacher Training In Pakistan Teachers for the primary schools are trained, and must have passed Secondary School examination . They are provided one year training. After completion of this training they are awarded a certificate called Primary Teacher’s certificate (PTC). Those who possess FA/ F.Sc certificate are given one year training and awarded a certificate called Certificate in Education (CT). PTC and CT training is provided by the Government Colleges of Elementary Education (GCEE ). There are separate elementary Colleges of Education for girls and boys who have been established at all the district headquarters within the country

28. Teacher Education in Pakistan Primary, Middle & Secondary School Teacher Training In Pakistan Those who possess BA/. Sc degrees are provided one year training called “Bachelor of Education ” (B.Ed.) at the Government Colleges of Education. These colleges are at a few selected places in each province of the country. Those who further want to specialize in the subject of education undergo one year course called Master in Education (M.Ed.). This course is conducted by the Colleges of Education and in the Institutes of Education in the Universities. Teachers also do M.Phil. And Ph.D. in Education from the universities. Those who possess M.Ed . or M.Phil. teach in the Colleges of Education. At the University level Ph.Ds. Are employed to train teachers

29. Teacher Education in Pakistan Primary, Middle & Secondary School Teacher Training In Pakistan Allama Iqbal Open University has started teacher training courses through its distance education system for those students who cannot afford to attend formal regular courses in the teacher training institutions. National Education policy (1998-2011) provides for modernizing the courses in teachers training. Accordingly, the duration and period of training at all levels of training is being increased, including better salaries for the teachers. There are few problems in the teacher-training programme which include non -availability of qualified teaching faculty for the Colleges of Education, quality training programmes , financial problems of the Training Institutions, lack of quality material for training and lack of effective system of management and supervision. But the most serious problem is that the teachers do not use those teaching skills and methods in their classes which were taught to them in the training institutions .

30. Teacher Education in Pakistan Number of Teacher Education/Training Institutions by Provinces: Province Total Punjab Government 75, Private 7 Total 82 Sindh Government 56, Private 24 Total 80 NWFP Government 39, Private 8 Total 47 Balochistan Government 28, Private 2 Total 30 Federal Area Government 8, Private 2 Total 10 FATA & FANA Government 8, Private:2 Total 10 AJK Government 13, Private 3 Total 16 Total Government 227, Private 53 Grand Total 270

31. 2.Development of Teacher Education in Pakistan Teacher Education System in Pakistan (New Programs) In every society,  teachers  play a pivotal role and considered as the nation builders because the role of the teacher in any society both significant and valuable. Teachers who educate children deserve more honor than parents. A good teacher is like a candle that consumes itself to light others. A mediocre teacher tells, the good teacher explains, the superior teacher demonstrates, the great teacher inspires. Highly  skilled teachers  with having sound professional attitude and training are very important to raise the standards of Education . Teachers are responsible for the training and development of the students; they polish their personalities and make them responsible citizens. These are the only teachers who mold the minds of the students in order to make them self-confident, self-supportive and self-motivated individuals of the challenging world. In  Islam , the teacher’s role is considerably more important and has been equalized with that of Prophets. This profession is so imperative and sacred that the Holy Prophet (S.A.W.W) affirmed as it is a major part of his personality and Prophet Hood.

32. 2.Development of Teacher Education in Pakistan Teacher Education System in Pakistan (New Programs) There are about  22 million teachers  working in moreover   131000  Public schools and  203800  Private Schools of Pakistan. About 7 million teachers are working in Public schools and 15 million in Private Schools of Pakistan. But unfortunately, Some 49 percent of government school teachers and 86 percent of private school teachers across the country received no formal training during the past ten years, sparking a decline in student enrolments . All Pakistan Private Schools Federation’s survey has shown — both in the public and private sectors — that almost 58 percent of public school teachers and 78 percent private school teachers have no knowledge of the national curriculum and also have not been offered any courses on assessment techniques during their pre-service training. Despite having better-qualified and more experienced teachers, public schools fail to match the education quality of private schools.

33. 2.Development of Teacher Education in Pakistan Teacher Education System in Pakistan (New Programs) The situation has now changed, and many factors are responsible for it. The teacher’s invisible contributions to the  betterment  of individuals and thus betterment of society are not being  appreciated  enough nowadays. Direct and visible material contributions, even by those less qualified, attract more recognition. This has meant diminished importance and, hence, diminished pay for teachers. The fact that this societal injustice is recognized by those in power does not help . To call him a nation builder and keep him in both material and social poverty, on the one hand, and publicly condemning black marketeers while still maintaining their social prestige and official patronage, on the other, has affected the attitude of the teaching community. Neglect of this  community  has produced a shortage of teachers at both the primary and secondary levels. The low status of teachers has resulted in a situation where those who are usually unable to find employment elsewhere join the teaching profession.

34. 2.Development of Teacher Education in Pakistan Teacher Education System in Pakistan (New Programs) 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. 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.

35. 2.Development of Teacher Education in Pakistan Teacher Education System in Pakistan (New Programs) 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.

36. 2.Development of Teacher Education in Pakistan Teacher Education System in Pakistan (New Programs) 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.

37. 2.Development of Teacher Education in Pakistan Teacher Education System in Pakistan (New Programs) Phases of Teacher Education 1) Initial Teacher 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 first hand experience of the practical aspects of the teaching profession. It usually takes a year or so and culminates into a certificate or a degree . ( B.Ed , M.Ed , ADE etc )

38. 2.Development of Teacher Education in Pakistan Teacher Education System in Pakistan (New Programs) Phases of Teacher Education 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.

39. 2.Development of Teacher Education in Pakistan Teacher Education System in Pakistan (New Programs) Phases of Teacher Education 3) Continuing Teacher Education It is an in-service process for professional refinement of practicing teachers. It is a life long 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

40. 2.Development of Teacher Education in Pakistan Teacher Education System in Pakistan (New Programs) Phases of Teacher Education 3) Continuing Teacher Education It is an in-service process for professional refinement of practicing teachers. It is a life long 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

41. PRE-SERVICE TEACHER EDUCATION, MEANING AND SIGNIFICANCE Pre-service education of teacher means, education of teachers before they enter into service as teacher. During this period of teacher education programmes , teaching practice goes side by side, while they are getting knowledge about theory papers.  A good deal of improvement in the teacher education programme is needed. Pre-service education is carried on for preparing different types of teachers. Pre-service teacher preparation is a collection of unrelated courses and field experience. Research based curriculum development of pre-service teacher education is yet to take roots. These programmes are intended to support and enhance teacher learning instill in them a greater degree of self confidence. The beginning teachers in this case learn from their practice and from the culture and norms of the unique school settings where in they have been placed and interact with these cultures.

42. PRE-SERVICE TEACHER EDUCATION, MEANING AND SIGNIFICANCE It is important for teacher educators to learn the methodology of how to get in touch with the core qualities of a good teacher and how they can stimulate these qualities in student teachers. This will lead to a deeper involvement in the learning process of teacher educators as well as student teachers. The inclusion of appropriate content knowledge about essential qualities of a good teacher in relevant theory papers and practice of effective domain related traits in school situation for a longer duration could help promote these traits in student teachers. The teacher education programme needs to allow the space where in a teacher’s personality could be developed as someone who is reflective, introspective and capable of analyzing his or her own life and the process of education at school so that after becoming a teacher, he becomes an agent of change.

43. PRE-SERVICE TEACHER EDUCATION, MEANING AND SIGNIFICANCE Programs of Pre-Service Teachers There are three types of programs for training of teachers in Pakistan. The first is the one-year primary school teacher-training program in basic subjects and methods of teaching, including child psychology. The secondary school teachers are required to join one of the numerous teachers' training colleges or a university department of education either for a one-year program leading to the Bachelor of Education diploma or a three-year program leading to a Bachelor of Education degree. The admission to either program requires a bachelor's or master's degree in any discipline from any university. The higher-level work leading to degrees in education at the master's or the doctorate level is done in the departments of education in the universities, which produce specialists as well as academic administrators. There are also several in-service training programs for "untrained" teachers or for upgrading the curriculum. Teachers sent to such programs are nominated by the school principals and approved by the district officer and generally receive full salary during the in-service training.

44. PRE-SERVICE TEACHER EDUCATION, MEANING AND SIGNIFICANCE Programs of Pre-Service Teachers There are few facilities in Pakistan for special education. The first to start courses leading to a master's degree in special education were the University of Karachi, the National Institute for the Handicapped at the University of Islamabad (NIHUS), and the Allama Iqbal Open University. With the establishment of the office of Director-General of Special Education within the Ministry of Health, Social Welfare, and Special Education in 1985, special education attracted a national focus. In 1989 NIHUS received a major boost with the opening of 45 centers for special education with a combined enrollment of 3,500. Additionally, a National Training Center for the Disabled and a national Mobility and Independence Training Center for producing teachers in special education were established in Islamabad. Most of these projects were made possible with funds, overseas training, and technical guidance from WHO, UNICEF, UNESCO, and UNDP. Programs were instituted for training fellowships abroad as well as for visits by experts from Europe and the United States.

45. PRE-SERVICE TEACHER EDUCATION, MEANING AND SIGNIFICANCE Programs of Pre-Service Teachers B.Ed (1.5) ADE B.Ed ( Hons ) BS( Edu ) MA( Edu ) MA(Special Edu ) M.Ed M.Phil ( Edu ) PhD

46. IN-SERVICE TEACHER EDUCATION – MEANING The moment a teacher has completed his training in a college of education, it does not mean that he is now trained for all times to come. A teaching degree, like B.Ed makes him enter into service as a teacher. Thereafter his job continues well only if he continues his studies everyday in the classroom situations and outside the classroom, he comes across problems and side by side he is a expected to sort them out. There is need of more and more knowledge, more and more education for making him a better teacher.   There are formal an informal programmes of in-service education organized from time to time. The higher authorities concerned with education want to ensure that the standards of education are properly maintained. That is possible only if the teachers refresh their knowledge and keep it up to the mark. The different agencies, therefore keep on organizing teacher education programmes for enriching the knowledge of teachers and also for over all proficiency and betterment .  According to Lawrence, “In-service education is the education a teacher receives after he has entered to teaching profession and after he has had his education in a teacher’s college. It includes all the programmes – educational, social and others in which the teacher takes a virtual part, all the extra education which he receives at different institutions by way of refresher and other professional courses and travels and visits which he undertakes.

47. IN-SERVICE TEACHER EDUCATION – MEANING PROGRAMMES OF IN-SERVICE TEACHER EDUCATION SEMINAR REFRESHER COURSES WORKSHOPS CONFERENCE STUDY GROUPS A STUDY CENTRE OF PROFESSIONAL WRITINGS EXPERIMENTAL SCHOOLS CORRESPONDENCE COURSES

48. Role of Institution in Teacher Education Teachers’ professional education is viewed as one of the most important factors in improving students’ learning. Keeping this in view many developed and less developed countries pay significant attention to improve the practices of teacher education. In order to develop capable teachers they make conscious efforts to establish and maintain quality teacher education institutions . The history of teacher education in Pakistan starts with the establishment of the country. However, this area has been facing various challenges such as lack of consistent policy, inconsistency in curriculum, low resources, lack of quality teachers, low quality of teaching process, lack of standard, etc. Today, a range of public and private institutions are engaged in preparing school teachers. In Pakistan, like many other countries, public institutions are the main source for developing teachers through pre-service and in-service programmes . However, many studies have raised the question on the quality of delivery mechanism of the institutions while forwarding recommendations for improvement.

49. Role of Institution in Teacher Education Currently, teacher education in Pakistan is passing through a transition as an innovation has been initiated by the Government of Pakistan with the support of USAID through their Pre-Service Teachers Education Programme (STEP) project. This reform is attempted in order to improve the quality of teacher education by including different innovations . In this regard, a new curriculum has been developed for pre-service programmes such as a two-year Associate Degree in Education (ADE) and a four-year BEd ( Hons ). Effort has been made to design the curriculum keeping in view the modern educational principle along with the contextual relevancy. These programmes are gradually replacing the previous pre-service and in-service programmes such as Primary Teacher Certificate (PTC), Certificate in Teaching (CT) and the one-year Ed programme . In addition, an effort is being made for the accreditation and standardisation of teacher training institutions through this initiative.

50. Role of Institution in Teacher Education All the RITEs (Regional Institutes of Teacher Education and In Service Schools) produce the primary teachers. The new system ADE has been introduced, which is Two years programme . All the Public Sectors and Private Sectors Universities produced the Bachelors and Master as well as M. Phil and Ph. D Teachers in Education . University of education Lahore has been established and dedicated to only teachers Education Programmes . Allama Iqbal University produces teachers of all categories throughout Pakistan, through distance education. Affiliated colleges are another sector. The Curriculum of Teacher Education is designed by HEC and Provincial Bureau of Curriculum of different Provinces. Medium of instruction is generally followed as English, but there is frequent use of Urdu as National Language in teaching. However, the Methods & Methodology as given in the respective syllabus it varies from One Institution to another . The Duration is one & half months, both for short and long teaching Practice in the designated schools of male and female of Education Department, University Education is Co-Education, but there are separate centers for male and female at the lower levels. Mentoring process is very rare.

51. Role of Institution in Teacher Education National Professional Standards The policy and planning wing Ministry of Education Govt. of Pakistan Islamabad in 2009 framed the following Standards for teacher Education. Subject matter Knowledge. Human growth & Development. Knowledge of Islamic ethical values / Social life Skills. Instructional planning & Strategies. Assessment . Learning environment. Effective communication & Proficient use of Information & Communication. Technologies. Collaboration & Partnerships. Continuous Professional Development & Code of Conduct. Teaching of English as a second language. Each Standard has three parts i.e. 1) Knowledge & Understanding (What Teacher Knows) 2) Dispositions (Behavior / attitude / value. 3) Performance (Skills)

52. Role of Institution in Teacher Education To accredit Teacher Education programmes of all the Public and Private Universities who offer Teacher Education programme , the Government in 2009 & the Higher Education Commission has constituted the National Accreditation Council for Teacher Education (NACTE), which is an autonomous body . The conceptual framework of the standards for Accreditation of Teacher Education is the following standards: Curriculum & Instruction. Assessment & Evaluation System. Physical Infrastructure / Academic Facilities & learning resource Human Resources. Finance & Management. Research & Scholarship. Community Links & outreach . It is expected that with these Steps taken by the institutions the quality assurance and enhancement, visible changes may be witnessed in the field of Teachers Education in Pakistan.

53. Problems of Teacher Education Problems/Challenges of Teacher Education In Pakistan Pre-service and in service teacher training institutions are facing a number of general and specific problems and challenges. Some of the salient challenges that are present in the area of teacher education are presented here below : Challenges in Pre-service programmes • Problems in In-service programmes • Quality of teacher training programs • Teachers reluctant to accept change • Low entry level requirements • Performance of public sector teacher training institutions • Lack of research and innovation • Absence of coordination among teacher education institutions • Lack of professionalism • Political interference • Isolated curriculum • problems relating to Teaching practice • Flaws in Physical infrastructure • promotion structure of teachers • lack of Incentives for teachers

54. Problems of Teacher Education Challenges in Pre-service programmes According to Warwick and Reimers (1991) the content knowledge of pre-service and in-service teachers in Pakistan is very low. When teachers with or without pre-service training were tested on content knowledge, there was negligible difference between their performance (MSU-SAP 1995). These warily pointed out that the pre-service programs have added little value to teachers which directly reflect on the level of instruction and curriculum of the pre-service programs. Likewise Khan (2004) stated that 75 percent of teachers are provided outdated and irrelevant training through the induct programme of studies. Trainees just take teacher training just as another degree or certificate to fulfill the criteria (a degree chasing exercise) rather than an outlook or chance to enhance one’s pedagogical skills and gain deeper understanding of teaching profession.

55. Problems of Teacher Education Problems of In-service programme In-service teacher training programs are not properly evaluated and lack adequate resources and delivery aids. Master trainers and training specialists often are not qualified, competent or provoked sufficiently to make much difference in improving the knowledge and capabilities of the trainees. Mostly courses are not designed according to the requirements of in-service teachers even no effort is made to modify and alter the program of study as per the requirements of both the class and the trainees. Furthermore subject knowledge is not coping with teaching skills. Likewise UNESCO and USAID (2005) reported that in Pakistani rural areas most of the teacher’s especially female teachers are reluctant to attend the courses and rural teachers who have the greatest challenges in the form of access and mobility are unenthusiastic too.

56. Problems of Teacher Education Quality of teacher education programs Since the inception of Pakistan we are having the problem of lack of specialized persons in the field of teaching and this thing has mainly affected the quality of education in the 884 country . The people having no knowledge of, how to diagnose the student’s needs; how to manage the class room; how to make a choice for teaching methodologies among a number of strategies etc consequently, the quality of Education is compromised. In 1998 Agha Khan Foundation ( AKF) reported that quality of teacher education and institutions extensively influence organization’s improvement, and ultimately pupil learning. Literature according to quality of teacher education also suggests that the quality of a teacher is generally dependent on the quality of his/her education, training, and availability of post-training support.

57. Problems of Teacher Education Teachers reluctant to accept change It is universal phenomena that teachers are considered to be conservative. This type of thinking is due to the reason that teachers generally are reluctant to any such change that may affect their used to work or routine. They have many reasons for being unwilling to change their change their approach. According to Cresdee , (2002) school structures need to become more flexible and teachers should be involved in innovative practices of the school in order to encourage them. Cresdee (2002) agrees that self-efficacy of teacher influences the way they perceive and cope with curriculum change. However, research proves that but other characteristics relating to teachers like age their teaching experience do not prove as solid hurdle in their reluctance to change.

58. Problems of Teacher Education Low entry level requirements Lack of merit and low entry level requirements also pose a big challenge. There is a right concern that the entry level qualification presently set for primary/elementary teachers is very low. Additionally there is no criterion for measuring aptitude and interest in this profession Andrabi (2002). These low level entry requirements particularly at the primary and middle level have developed the general idea of teaching as a low status profession. Sometimes this profession is considered as a ‘part time’ job. The entry qualification for teachers also varies from province to province, creating variations in the quality of teachers and in equal standards of measurements or assessment.

59. Problems of Teacher Education Unclear role of public sector organizations In Pakistan, in the public sector, the responsibility of the professional development of teachers is performed the bureaus of curriculum and extension centers and Provincial Institutes for Teachers Education (PITE) and Government Colleges for Elementary Teachers (GCETs ) However the responsibilities of these organizations are vague and differ from province to province. UNESCO and USAID (2006) scrutinized that in Baluchistan the PITE does not particularly perform those duties and so many other areas of other provinces as well; it is supposed to perform in this regard.

60. Problems of Teacher Education Lack of research and innovation UNESCO and USAID (2006) research reports pointed out that the big issue which is faced by the teachers regarding teacher education in Pakistan is that no follow ups are made and no sustained research studies are even done mostly organizations have not improve their course content, methodology and pedagogical skills of teachers which is globally are used or being researched. The recommendations of research studies are not bothered and resultantly changes are not made. On the other hand sometimes the absence of professionals capable of producing presentable research studies may in part be responsible for this problem. Moreover, very little resources are set aside for follow-up, which is less exciting and more difficult and time-consuming than teacher training.

61. Problems of Teacher Education Lack of professionalism The concept of professionalism may be described in the words of “Laurie” (1998) as “if a teacher has not an ideal aim he/she had better to take to shop keeping at once, he/she will their doubtless find an ideal within his capacity”. The teacher education institutes should feel the importance of their line of work, but in Pakistan many teaching training institutes lack the essential zeal required by the teacher education and profession. Without exclusive attention to their farm duties it can’t be possible to bring a fine harvest of young men and women who are able to contribute their best for the welfare of mankind.

62. Problems of Teacher Education Political Interference Since independence of Pakistan, in our society, all the institutions have become much politicized. Majority of the induction is on political grounds this negative impact of politics is immense that whoever wants to uphold merit is pushed severely a teacher is not liable to merit which inducted through this system but the political force has inducted the person and commits all kinds of blunders to favor them (Sultan, 2008). Another common problem observed at the time of selecting the political force employ those individuals who could promote their agendas and political motives. In that way, the system gets affected and could not perform independently and transparently well.

63. Problems of Teacher Education Hope and opportunities Lack of hope and opportunities are the biggest challenger that teacher education has to face now a day’s especially in Pakistan. Because no teacher training institute can hope to have a satisfactory understanding that, what kind of subjects should taught to a trainee which have a large scale of opportunities according to the modern era, whether a trainee get a good quality job or not after the completion of a course from our institute. In the Pakistani context it can happen because our system of education and other systems as well distressed the people because they lack the hope of structure being changed and even they also lack the hope to get diverse chances after the completion of the course-work.

64. Problems of Teacher Education Absence of coordination among teacher’s education institutions In Pakistan BOC, EC’s and PITE’s organized professional training of teachers and each of them has its own plans and different programmes are carried out by them individually with No or very little coordination. The linkage between teacher education institutes is uncoordinated with each other there is a wide communication and collaboration gap between them (UNESCO and USAID 2005). Moreover the record of teachers who participate in different in-service programmes is not available. So there are conditions, where some teachers participate in large number of courses; while some remain totally deprived.

65. Problems of Teacher Education Isolated Curriculum Our education system is mainly dependent on the theories imported from other countries. These theories might not be as appropriate and beneficial to teach in Pakistan as particularly in those contexts. The curriculum of teacher education programs largely seems theoretical rather than practical this mismatch creates many problems and lack of practice in teacher education makes it difficult for the teachers to translate the theory into practice. According to the draft of Situation analysis of teacher education in Pakistan (2006) the current curricula being taught does not focus on fostering a critical and creative thinking and learning environment . We can say that curriculum of teacher education in Pakistan is isolated from realities of classroom. “Curriculum of teacher education emphasizes to a great extent only on theoretical knowledge about pedagogy that are generally not associated with the day to day teaching learning activities of class rooms” Malik (2005). Curriculum revision is not done on regular basis, and this thing takes us out of the way from development and progress with recent subject advances because in every two minutes new researches and developments take place of previous ones. There is no attempt to integrate subject knowledge with pedagogical skills.

66. Problems of Teacher Education Teaching practice problems Teaching is an important element of teacher education programmes but there many problems associated with this activity. It has been seen that supervisors and future teachers do not give as much importance to student teaching practice. On the other hand the schools generally avoid inducting prospective teachers in their schools and considering this component an interruption in their daily routine matters. In that way trainee teachers adopt unfair means and start getting bogus certificates as a proof of teaching practice.

67. Problems of Teacher Education Flaws in Physical infrastructure The teacher’s education Institutions also lacking physical resources like laboratories and libraries. The schools are limited to provide proper and useful A.V aids in the classrooms which made student teacher more edgy and multifarious. The classrooms are also not fully equipped with modern equipment and materials. There is no separate allocated for pre-service and in-service training programmes . The working conditions in these institutions are also not conducive. Thus the teacher education institutions become non systematic. Promotion structure of teachers There are a very few opportunities and motivational factors available to teachers. The teachers at different levels are promoted on the basis of number of years they serve rather than the professional competencies they posses. The inappropriate promotion structure of teachers prevents the teachers doing well in the profession.

68. Problems of Teacher Education Incentives for Teachers The individuals who joins teaching profession with poor motivation and do not contribute to teaching anything significantly. Horace Mann (1999) rightly said: “A teacher who is attempting to teach without inspiring the pupils with a desire to learn is hammering on cold iron”. Many researchers found that incentives can increase interest in workplaces of their poor motivated employees if they do so. Organizations that offer properly structured incentive programs can attract and retain higher quality workers than other organizations unfortunately in Pakistan many school organizations pay no attention to offer incentives to teachers in accordance to their need and the stage of their career UNESCO (2005). Such incentives (salary increase, allowances, and benefits) can be pecuniary. These organizations can also offer food, transportation facilities, subsidized housing, professional training, personal notebooks and recognition of performance and can also ensure provisions of it without any hindrances to provide them social security ( Idara -e- Taleemo - Aagahi 2006).

69. Suggestions to overcome the problems After reviewing the literature regarding challenges of teacher education in generally, and especially in following suggestions are put forth for the purpose of meeting these challenges : Teachers may be offered special incentives for successful implementation of any innovative programmes of teacher education. There is dire need to raise the entry criteria of into teaching profession. For this purpose we need to develop entry standards for teaching profession. At the same time there is need to introduce specifically aptitude tests for entry into teaching profession and making teaching profession attractive for intelligent and talented people so that they may join this profession as their first choice and not as their last choice . Our teachers training courses lack our teachers’ training in professionalism. Efforts may be carried out in shape of launching training programmes for development of professionalism in teachers. For this purpose we may include a course on professional ethics.

70. Suggestions to overcome the problems It is further suggested that curriculum of teacher education courses may be redesigned to make it correlated with real practices and problems of classroom and school. There is need to make teacher education curriculum more practice-oriented rather merely theory- oriented . Political interference may be stopped from governmental level. Education may be considered as social service. Therefore the government can check any sort of political interference in appointment and training of teachers. Special budget funding may be reserved for promotion of teacher education programmes in the country. A special cadre and a national commission for teacher education may be launched that deals with teacher education programmes and conducts research for enhancing quality of teacher education programmes and for bringing innovations in teacher education.

71. Suggestions to overcome the problems For making programmes of in-service successful, it is essential to conduct a research for finding out the problems that teacher face in in-service programmes and for exploring interest areas of teachers for further training and likewise for offering incentives for in-service programs of teacher education . In short in order to face challenges of teacher education, we need complete renovation and overhauling of our teacher education programmes through a systematic planning . Teacher education curriculum can be made more practical rather than theoretical. Teacher education institutes may investigate about innovative and effective teaching practices and strategies for teachers’ training.

72. 3. P rospect of Teacher Education and its future The future education will be less a system than an environment. The learning process will be the natural attitude of a normally developed mind in this universe during its whole life, an attitude of inquiry, a joy of knowing, and a joy of being and of being able to do. Education will bridge the inner and the outer worlds, science and spirituality, geometry and ontology. “The Great Curve, in which spirituality and the modern scientific theory called geometric-dynamics converge in a vision of the universe which unifies all its aspects of comprehension, plasticity and creativity... It gives a direction for education in the future: a play, a union, an intersection of everything with everything. The true educator will choose a subject which interests the child most, and study it with him in depth — any subject, linguistic, mathematical, and scientific. The aim of education will be no longer an accumulation of knowledge in the form of a multitude of facts more or less well-organised, but an entirely new way of being. “It is not that the child will acquire mathematical tricks, but he will become a mathematician. He will not be cleverly instructed in medical science, but he will become a physician, a healer. He will not be introduced to astro­nomy, but he will be able to live among the stars. He will not be taught zoology, but he will have been one after the other, all the animals.

73. 3. P rospect of Teacher Education and its future Everything will be related to everything, every detail will find the resonance of the whole... There will no longer be any difference between work and play because everything will be, above all, education, the joy of progress, the evolution of the individual, the society, and our human environment. Everything we do will be as servants, as playmates, as architects of evolution. Education will be a transmission of awareness from teacher to student, and not a mere teaching of facts, even of new facts and new techniques. It will be rather the transmission of a capacity to handle facts, to know where and how to find them and what to do with them, to understand their limitations. The child should learn through play. The minimum that we should be able to give each learner is the opportunity to be creative , to be a truly individual being, capable of seeing, of feeling, of thinking, of living and of evolving in his own way.

74. 3. P rospect of Teacher Education and its future Only an education which transforms can be called education. This transforming process does not need endless hours day after day. It can take place in a few minutes per day. We have to provide a stimulating environment. Instead of spending money on schools, we could easily build a stimulating environment for children with museums, parks, playgrounds, excursions, mountain climbing, visits to civic and industrial institutions, underwater exploration.

75. 3. P rospect of Teacher Education and its future Quality of future Teacher Education The new vision comes from introspection or speculation. During such a moment some questions raise in mind: Does the management of teacher education institution provide opportunity for quality development? Do we want really some changes in teacher education? Are we happy with present conditions of teacher education? Do we think about it? If yes, then how much time we think! Do we take accountability in our work? Do we have sincerity ? Is there any harmony of our words and deeds? Is there any hidden agenda? Do we look transparency in work? Do we love our profession? Are we open to every situation? Do we have excellence in our life? Do we have a good work culture? Do we have a positive attitude? Do we enjoy our profession?

76. 3. P rospect of Teacher Education and its future The assistance of technology may be taken. Positive approach of thinking should be encouraged. It should be a place of teaching and learning rather than earning only. Learners’ leaning will be to learn more and more. There will be no ending in learning. There must be a good play ground, library and reading room. Seminar, conferences, workshop, demonstration, group discussions, symposium, Panel discussion, Team teaching, supervised study, Tutorials, field study, action research, case study, brainstorming, SWOT analysis, programmed learning, publications etc. have more values to be utilised . Self-discovery, self-learning, learning by doing, cooperation etc. are encouraged. The trainees should be learnt the life skills along with teaching skills. Flexibility, good conduct, aptitude, accountability, empathy, love for profession are some good qualities they should follow. There should be harmony in work and deeds. There should be no interference of politics. The teacher in ancient India was represented as indispensable to knowledge . The future teachers should rely on life long, self-education and to be constant readiness to face and master the unexpected.