Teacher education assinment

ComparativeEducation
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Table of Contents
Teacher Education..............................................................................................
Introduction.....................................................................................................1
Meaning of Teacher Education: ........................................................................1
 Teaching skills........................................................................................2
 Pedagogical theory .................................................................................2
 Professional skills ..................................................................................2
Need of teacher Education: ..............................................................................3
Scope of Teacher Education: ...........................................................................4
 Teacher Education at different levels of Education...................................4
 Triangular Basis of Teacher education ....................................................5
 Aspects of Teacher Education ................................................................5
Objectives of Teacher Education.......................................................................6
TEACHER in Pakistan..................................................................................7
Number of Teacher Education/Training Institutions by Provinces .........................7
Primary, Middle & Secondary School Teacher Training In Pakistan .....................8
References....................................................................................................9

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TeacherEducation
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.
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.
Meaning of Teacher Education:
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.

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Teacher education is a program that is related to the
development of teacher proficiency and competence that would
enable and empower the teacher to meet the requirements of
the profession and face the challenges therein.
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.
1. 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.
2. 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.
3. 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. An amalgamation of teaching skills,
pedagogical theory and professional skills would serve to create
the right knowledge, attitude and skills in teachers, thus
promoting holistic development.
Need of Teacher Education:
The American Commission on Teacher Education rightly
observes,

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“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.”
In his Call for Action for American Education in the 21st
Century in 1996, Clinton indicated that:
“Every community should have a talented and dedicated
teacher in every classroom. We have enormous opportunity
for ensuring teacher quality well into the 21st century if we
recruit promising people into teaching and give them the
highest quality preparation and training”.
The need for teacher education is felt due to the following
reasons;
1. It is common knowledge that the academic and
professional standards of teachers constitute a critical
component of the essential learning conditions for achieving
the educational goals of a nation. The focus of teacher
preparation had to shift from training to education if it had to
make a positive influence on the quality of curriculum
transaction in classrooms and thereby pupil learning and the
larger social transformation. The aspects that need greater
emphasis are;
 The length of academic preparation,
 The level and quality of subject matter
knowledge,
 The repertoire of pedagogical skills that
teachers possess to meet the needs of diverse learning
situations,
 The degree of commitment to the profession,
 Sensitivity to contemporary issues
 Problems and the level of motivation.
This is not possible if teacher preparation focused only on
training. Holistic teacher building is necessary and therefore
teacher education needed more emphasis than mere training.
2. Educating all children well depends not only on ensuring that teachers have the necessary
knowledge and skills to carry out their work, but also that they take responsibility for
seeing that all children reach high levels of learning and that they act accordingly.

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3. People come to teacher education with beliefs, values, commitments, personalities and
moral codes from their upbringing and schooling which affect who they are as teachers
and what they are able to learn in teacher education and in teaching. Helping teacher
candidates examine critically their beliefs and values as they relate to teaching, learning
and subject matter and form a vision of good teaching to guide and inspire their learning
and their work is a central task of teacher education (Fieman-Nemser, 2001).
4. The National Academy of Education Committee‘s Report (Darling-Hammond and Brans
ford, 2005) wrote that:
“On a daily basis, teachers confront complex decisions that rely on many different kinds
of knowledge and judgment and that can involve high stakes outcomes for students
future. To make good decisions, teachers must be aware of the many ways in which
student learning can unfold in the context of development, learning differences, language
and cultural influences, and individual temperaments, interests and approaches to
learning”.
In addition to foundational knowledge about the areas of learning and performance listed
in the above quotation, teachers need to know how to take the steps necessary to gather
additional information that will allow them to make more grounded judgments about
what is going on and what strategies may be helpful. More importantly, teachers need to
keep what is best for the student at the center of their decision making.
5. Teacher education like any other educational intervention, can only work on those
professional commitments or dispositions that are susceptible to modification. While we
can‘t remake someone‘s personality, we can reshape attitudes towards the other and
develop a professional rather than a personal role orientation towards teaching as a
practice.
6. The teacher is required to acquire adequate knowledge, skills, interests and attitudes
towards the teaching profession. The teacher‘s work has become more complicated and
technical in view of the new theories of psychology, philosophy, sociology, modern
media and materials. The teacher can be made proficient with well planned, imaginative
pre-service and in-service training programmes.
Scope of Teacher Education:
The scope of teacher education can be understood in the following ways; Teacher education at
different levels of education Triangular basis of teacher education Aspects of teacher education
1. Teacher Education at different levels of Education: Teacher education reaches
teachers at all levels of education, namely Pre-primary, Primary, Elementary, Secondary,
Higher Secondary and the Tertiary. The needs and requirements of students and
education vary at each level. Hence level and stage-specific teacher preparation is
essential. Teacher education also helps in the development of teaching skills in teachers
of professional institutions. The teachers in professional institutions have only the
theoretical and practical knowledge of their respective subjects. They require specialized

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teacher training inputs to deal with students entering their professions. Teacher education
also reaches special education and physical education. Thus where there are teachers,
there would be teacher education. The knowledge base is adequately specialized and
diversified across stages, in order to develop effective processes of preparing entrant
teachers for the functions which a teacher is expected to perform at each stage.
2. Triangular Basis of Teacher education: Construction of the relevant knowledge base
for each stage of education requires a high degree of academic and intellectual
understanding of matter related to teacher education at each stage. This involves selection
of theoretical knowledge from disciplines cognate to education, namely, psychology,
sociology and philosophy, and converting it into forms suitable for teacher education.
Teacher education derives its content from the disciplines of Philosophy, Sociology and
Psychology. These disciplines provide the base for better understanding and application
of Teacher education. The Philosophical basis provides insights to the student teachers
about the implications of- the various schools of philosophy, ancient and modern
philosophical thoughts, educational thoughts of philosophical thinkers on education and
its various aspects such as curriculum construction and discipline. The Sociological basis
helps the student teachers to understand the role of society and its dynamics in the
educational system of a nation and the world at large. It encompasses the ideals that
influence national and international scenes. The Psychological basis helps the student
teachers develop insights into student’s psychological make-up. This enables the student
teachers to understand their self, their students and the learning situations such that they
are able to provide meaningful and relevant learning experiences to their students.
3. Aspects of Teacher Education: Teacher education is concerned with the aspects such
as, who (Teacher Educator), whom (Student teacher), what (Content) and how (Teaching
Strategy). Teacher education is dependent upon the quality of teacher educators. The
quality of pedagogical inputs in teacher education programmes and their effective
utilization for the purpose of preparing prospective teachers depend largely on the
professional competence of teacher educators and the ways in which it is utilized for
strengthening the teacher education programme. Teacher education, thus, first deals with
the preparation of effective teacher educators.
Teacher education reaches out to the student teachers by providing the relevant
knowledge, attitude and skills to function effectively in their teaching profession. It
serves to equip the student teachers with the conceptual and theoretical framework within
which they can understand the intricacies of the profession. It aims at creating the
necessary attitude in student teachers towards the stakeholders of the profession, so that
they approach the challenges posed by the environment in a very positive manner. It
empowers the student teachers with the skills (teaching and soft skills) that would enable
them to carry on the functions in the most efficient and effective manner. Teacher
education therefore pays attention to its content matter.
Objectives of Teacher Education

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Some of the most important objectives of teacher education are as follows:
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.
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.
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
 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.
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. The duties

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of the teacher in different stages of education depend
on the foundational
general education of
the teacher. Emphasis
is to be on the
practical aspects
rather than theory.
TEACHER in Pakistan
"Teacher" is the core to achieve quality education Pakistan
pursues. 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.
In last decades, there have been a number of initiatives and
projects to improve teacher and teacher education in Pakistan.
Most of those were financially supported by the government,
donors and NGOs and carried out in isolation.
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.
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
Government 5
Private
Total 5
FANA
Government 3
Private 2
Total 5
AJK
Government 13
Private 3
Total 16
Total Government 227
Total Private 53
Grand Total 270

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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.
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.
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.

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References:
http://archive.mu.ac.in/myweb_test/ma%20edu/Teacher%20Education%20-%20IV.pdf
http://www.yourarticlelibrary.com/education/8-important-objectives-of-teacher-education/45259/
http://ezinearticles.com/?An-Introduction-To-Teacher-Education&id=272731
http://unesco.org.pk/education/teachereducation/
http://www.awamipolitics.com/primary-middle-secondary-school-teacher-training-in-pakistan-
3414.html

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