WIXLIB

Unit–8: Teacher Education: A Comparative Perspective .Introduction .Objectives .8.1 Teacher Education Programmes in UK (England, Wales andScotland) .8.2 Trends in Teacher Education in UK .8.3 Teacher Education Programmes in USA .8.4 Trends in US Teacher Education .8.5 Teacher Education in Japan .8.6 Teacher Education in Developing Countries .8.7 Teacher Education in China .8.8 Teacher Education in India .8.9 Teacher Education in Malaysia .8.10 Teacher Education in Sri Lanka .8.11 Teacher Education in Thailand .8.12 Self-Assessment Questions .8.13 Bibliography .798080Unit–9: Teacher Education and Challenges of 21st Century .Introduction .Objectives .9.1 A Teacher’s Tool Kit .9.2 New Professional Profile of the Teaching Staff .9.3 Cooperative Teaching .9.4 Remedial Teaching .9.5 Establishing Partnerships .9.6 Reflective Practice .9.7 Self-Assessment Questions .9.8 Action Research .9.9 Bits and Pieces .9.10 Conclusion: Promise for the 21st Century .9.11 Bibliography 90909192

Unit–1INTRODUCTION TO TEACHER EDUCATIONWritten by:Dr. Tanvir-uz-ZamanGhulam Rasul MuhammadReviewed by:Dr. Shaukat Ali SiddiquiRevised By:Dr. Muhammad Tanveer Afzal

INTRODUCTIONTreacher occupies the most crucial position in the entire spectrum of educationalactivities. It influences the future personal and economic lives of the people. Theavailability of good, educated and trained teachers, poses the great challenge topolicy makers and planners of education in Pakistan.The concept of regular institutionalized professional education of teachers ofcolleges and universities has yet to be introduced in the country.The first unit of the course covers the concept of Teacher Education with its maincomponents. Its salient features have been discussed. Detailed discussion isavailable in the allied material, enclosed with this study guide.The unit is spread over few parts. In the end of the unit you will find activitiesSAQs. These will help you to know the extent of your success in the studies.OBJECTIVESAfter studying the unit you will be able to:1.explain the necessity of teacher education as a subject2.use effective methods of instruction3.explain the vast role of teacher for school, community and state4.innovate the steps for teaching and other academic affairs.2

1.1 Teacher EducationTeacher Education is that knowledge, skill and ability which is relevant to the lifeof a Teacher, as a Teacher. A course in Teacher Education should seek to reshapethe attituds, remodels the habits and in a way to reconstitute the personality of aleacher. Development in knowledge, skill and attitude is the prime purpose of anyteacher education programme.Teacher Education can be viewed as: pre-service, induction and in-servicetrainings imparted by different institutions. These three phases are linked witheach other and lead towards the continuous professional development.The evolution process of teacher training remained a part and parcel of overallgradual development of education system in Pakistan markd by a slow growthpattern. The evolution which took place with the gradual development ofeducation system in this country suffered from stagnation and slow growth, sinceits importance was never fully realized. The attempts for expansion and reorientation of our educational system in accordance with the cultural andeconomic growth highlight the importance of teacher education, especially in theFive Year Plans and the reports of National Education Commission/Conferences.The tragedy was the short supply of teachers, especially in science and technicalsubjects vis-a-vis of trained teachers at all levels of education.For more extensive study, please read the following material from the alliedmaterial.Linda Darling-Hammond, Ruth Chung Wei, and Alethea Andree (2010)“How high achieving countries develop great teachers”. Stanford Centerfor Opportunity Policy in Education.1.11.2 Aims and Objectives of Teacher EducationAs per Aggarwal (1988) and (1968), Few General aims and objectives ofteacher education are as under:i)Development of teacher's ability to take care of himself.ii) Development of the ability according to different level of student Agegroups.iii) Development of good command of the subject contents.iv) Development of skill.3

v)vi)Development of capacity to do, observe, infer and to generalize.Development of an eye on maximizing the achievements from the sourcesboth material and human.vii) Development of appreciation of difficulties experienced by the students,parents with a sympathetic response.viii) Development of proper perception of the problems of universal enrolment,regular attendance, year to year promotion and holding capcity of the scrolltill the end of the stage of education.In order to have indepth knowledge about the achievement of these objectives thefollowing material may help:Sandra H. Harwell. (2003). Teacher Professional Development:It’s Not an Event, It’s a Process. CORD, USA.1.2A good teacher cannot be discriminator of knowledge for accumulation ofinformation in students. Moreover he is educator and is fully responsible forinculeating the habit of learning behavior and attitudes, in the process to unearththe potential power of students, so sthat they will gow better, superior andpowerful human beings.It is universally acknowledged fact that the value of education can be preservedand utilized for self, students, community and nation building only through theright and effective role of teacher, because education trains the future citizens. Italso determines the shape of the successfull society. The value of such educationdepends on the character and competence of teacher who imparts it.It can be viewed that character and competence of the student would to a greatextent depend upon the character and competence of the teacher. Without thesequalities neither the teacher nor the student as a future citizen will be able toparticipate in the nation building actively in its correct perspective. Education is aProcess by Nduch the teacher is moulding the young, teacher, flexible andunadulterated minds of the students in order to develop them properly withnecessary values, attitudes and behaviours, ability to think independertly, maturityalthough dynamism and high level of character.It is only the teacher who will he able to do all this if he maintains a high level ofcharacter and competence and display ability to communicate and convince, selfdiscipline, self control and resourcefullness in his activities So much so, the taskof the teacher is not only to develop necessary qualities and abilities in hisstudent, but also equip himself fully with the required degree of character and4

competence, which alone help him to shoulder the onerous responsibility ofshaping the future citizens for nation building.For getting knowledge into more depth the following material can help you:K. Balon, (1990). “Education National Integration and Development”.Assish Publishing New Delhi 110026, pp. 1-2, 93–99.1.31.3 Application of Old and New Methods of InstructionDespite the diversity of roles that teacher must play, teacher's instructionalresponsibility is the most important. Without instruction, there would be noschools or academic institutions. It is this function that the institution, school,college, and university grow up to serve. Though the mix of other responsibilitiesthat teacher have from school to school (academic institution to academicinstitution), it is fair to say that all classroom teachers share a commonresponsibility of instruction.The task of the teacher as an instructional manager is much different from that ofthe teacher as a lecturer. The intructional manager tries to establish anenvironment in which learning can take balance. The experiences can involvestudents with a wide variety of information. All teachers need to:i)determine objectivesii) diagnose learnersiii) plan instructional activitiesv) implement programmes andvi) evaluate learning outcomesTeacher who uses learning objectives have basis for deciding to include or not toinclude a given activity in the learning process. For planning instructionalactivities, the following elements must be considered:i)Motivation of learnersii) Inclusion of alternative method of introducing the materialiii) Provisional opportunities for learners to apply, new understanding.Please study the following guide in allied material provide a complete cycle forthe professional development of teachers.A Guide to: Comprehensive Professional Development. AlbertaTeachers’ Association51.4

1.4 Ideological Basis of Education in PakistanIn Pakistan first Educational Conference held on 27th November to 1st December1947 at Karachi laid down the following guiding principles:i)Education should be based on the instance conception of universalbrotherhood of man, social democracy and social justiceii) It should be compulsory for students to learn the fundamental prmciples oftheir religion.iii) There should be proper integration of spiritual, social and vocational elementsin education (p.21. proceedings of the Pakistan Educational Conference).It is quite obvious that every person who aspires to enter the teaching professionis not suited for its. It involves work of peculiarly exciting nature that containssocial and moral qualities, at least as essential as academic attainments andintellectual capacity. The work of the training institutions therefore begins beforethe prospective teachers’ starts their professional training. It includes extremelyimportant and difficult problems of selection.You might be wondering how this question of selection is related to the ideologyor ideological basis of education, which should inspire the training of teacher. Itwould be quite useless to talk of any fruitfiul and creative ideology if we fail tomake a right selection of the person. It would be good to try and install anyimaginative ideology. A change in total environment, attitude and outlook shouldbe improved.Let us have a detailed discussion on Ideological basis of Education in Pakistan byreading the following allied material and the relevant books:Proceeding of the Pakistan Educational Conference held at Karachifront 27th November to 1st Dcccmbcr, 1947. p. 211.51.5 The Role of Guidance and CounselingTeaching is one of the helping professions. It requires many personal contactswith young people in the classrooms. Certain interpersonal relationship skills arepart of the repertoire of all successful teachers. Indeed some have seen theinterpersonal relations or counseling function of teaching as all but inseparablefrom the instructional function. Some understanding of the emotional condition ofyoungsters is essential before the instructional programme can he designed insuch a way that learning takes place.6

Good teacher counsels like a friend with the learners. Many beginner/freshteachers confuse the role of friendship and counseling. A youngster asking forhelp to a counselor teacher about a problem is not asking to any friend. Help issought under the assumption that the teacher is a leading figure capable ofproviding guidance that might help to resolve a problem.Good counsling seeks to help youngsters/students live and behave in moreconstructive and satisfying ways. Some youngsters in school never have learnedhow to achieve their own goals. They do not understand consequences of theirown actions. In working with students, particularly with youngsters, teachersshould help them to identify their goals. The youngsters should focus on the kindsof behaviour that seem most logical to have potential in facilitating the movementtowards those goals. More detail of counseling and guidance can be obtained fromthe following allied material.Leo M. Chamberlain. “The Teacher and School organization” Inc. EngleWood Cliffs. pp. 445, 478–482.1.61.6 Community and EducationThe subject of teacher – community relationship is one deserving thoughtfulattention from the beginner teacher. In many small communities the public fail todistinguish between the rights of the teacher as citizen and his obligations as anemployee. His activities outside school may be scrutinized closely by therestrictions impose on his individual freedom. He may be called to performcommunity services. Though teachers may rebel against the imposition of somedemanded restrictions.Following points must be kept in view during training of teachers:i)Community – teacher relationship should be taken as a subject matter.ii) All kinds of social and community activities, especially the close activitiesshould be chosen and taught as considering them practical assignment.iii) For novice teacher or teacher under training, the practical component ofrelationship must be taken up as a practical.iv) Time schedule should be considered and chalked out.v) Imposition of community demands and restrictions should be compensatedsuccessfully grievances or complaints may not be aroused from both side.vi) As civil servant of the Government or any private institutio

course consists of nine units. Initially the course was developed as study guide and allied material format in 2000. At present due to changes in the educational setup like 18th amendment in the constitution of Pakistan, revision of national curriculum and national educational policy 2009 has influenced the program