Assignment.No.

1
Q.No.1: Discuss the instructional responsibililities a teacher. Highlight the role of teacher as "
National Builder ".

Introduction
Teaching is the distinctive human activity. It is imparting knowledge and learning process, the means by
which students assimilate so share of it. It is concerned with the growth and development of the
students- her mind, character, and effective behaviour.

Definition of a Teacher
A teacher (also called a school teacher or, in some contexts, an educator) is a
person who helps students to acquire knowledge, competence or virtue.

Responsibilities of a Teacher
The responsibilities of a teacher are :

1.Knowledge of the Subject

 To have expert knowledge of the subject area
 To pursue relevant opportunities to grow professionally and keep up-to-date about the current
knowledge and research in the subject area
 Teaching
 To plan and prepare appropriately the assigned courses and lectures
 To conduct assigned classes at the scheduled times
  To demonstrate competence in classroom instruction
 To implement the designated curriculum completely and in due time
 To plan and implement effective classroom management practices
 To design and implement effective strategies to develop self-responsible/independent learners
 To promote students’ intrinsic motivation by providing meaningful and progressively challenging
learning experiences which include, but are not limited to: self-exploration, questioning, making
choices, setting goals, planning and organizing, implementing, self-evaluating and demonstrating
initiative in tasks and projects
 To engage students in active, hands-on, creative problem-based learning
 To provide opportunities for students to access and use current technology, resources and
information to solve problems
 To provides opportunities for students to apply and practice what is learned
 To engage students in creative thinking and integrated or interdisciplinary learning experiences
 To build students’ ability to work collaboratively with others
 To adapt instruction/support to students’ differences in development, learning styles, strengths
and needs
 To vary instructional roles (e.g. instructor, coach, facilitator, co-learner, audience) in relation to
content and purpose of instruction and students’ needs
 To maintain a safe, orderly environment conducive to learning
 To comply with requirements for the safety and supervision of students inside and outside the
classroom
1. Assessment
 To define and communicate learning expectations to students
 To apply appropriate multiple assessment tools and strategies to evaluate and promote the
continuous intellectual development of the students
 To assign reasonable assignments and homework to students as per university rules
 To evaluate students’ performances in an objective, fair and timely manner
 To record and report timely the results of quizzes, assignments, mid- and final semester exams
 To use student assessment data to guide changes in instruction and practice, and to improve
student learning

3. Professionalism
 To be punctual and be available in the university during official working hours
 To comply with policies, standards, rules, regulations and procedures of the university
 To prepare and maintain course files
 To take precautions to protect university records, equipment, materials, and facilities
 To participate responsibly in university improvement initiatives
 To attend and participate in faculty meetings and other assigned meetings and activities
according to university policy
 To demonstrate timeliness and attendance for assigned responsibilities
 To work collaboratively with other professionals and staff
 To participate in partnerships with other members of the university’s community to support
student learning and university-related activities
 To demonstrate the ability to perform teaching or other responsibilities, including good work
habits, reliability, punctuality and follow-through on commitments
  To provide and accept evaluative feedback in a professional manner
 To create and maintain a positive and safe learning environment
 To carry out any other related duties assigned by the department chairman
 Good Behaviour
 To model honesty, fairness and ethical conduct
 To model a caring attitude and promote positive inter-personal relationships
 To model correct use of language, oral and written
 To foster student self-control, self-discipline and responsibility to others
 To model and promote empathy, compassion and respect for the gender, ethnic, religious,
cultural and learning diversity of students
 To demonstrate skill when managing student behaviour, intervening and resolving discipline
problems
 To model good social skills, leadership and civic responsibility

4. Specific Deadlines
Task Deadline

 Course Specifications During the first lecture of the course, course specifications should be
shared with the students
 Class Activity Report Class activity report must be prepared for each class lecture and placed
in the course file
 Course File Course file for each course must be kept updated all the time for periodic review
by the Chairman and random checks by the QAD
 Attendance After every 8 weeks of the semester, a copy of the attendance summary sheet
must be displayed on notice board and a copy should be placed in the course file.
 Quizzes Within one week of every quiz, a copy of the result must be displayed on notice board
and a copy should be placed in the course file. (Note: Quizzes/Assignments should be equally
distributed before and after the mid exam).
 Assignments Within one week of receiving every assignment, a copy of the result must be
displayed on notice board and a copy should be placed in the course file.
 Mid Semester Exam Within one week of the exam, a copy of the result must be displayed on
notice board and a copy should be placed in the course file.
 Final Attendance Report A copy of the final student attendance report must be submitted
to COE office before the end-semester examination

Setting of Mid & Final Papers All examination papers should be set from within the prescribed course
made known to the students by the teacher.

End Semester Exam Within one week of the exam, submit the comprehensive results to the
controller of examination along with answer-sheets of mid and end-semester exams

Role of a Teacher as a National Builder

 "The teacher can be rightly called a nation builder. Teachers through their perseverance, love and
sacrifices has shown us the right path in which great men have built our nation. It is our dear teachers
who mould our character, our personality and show us the right direction which leads us to our final
destination."

A teacher of a Latin school and two students, 1487

 Flourishing national development and a society truly prosperous with knowledge all begins from
its teachers. While the role of knowledge and a skilled society with visions and aspirations in the
success of a nation cannot be stressed enough, it should also be remembered that knowledge
cannot be acquired if it is not sought and received through the help of the teacher. This is why
everyone should put efforts into seeking as much knowledge as possible, and appreciate the
teacher's importance in guiding us and the generations to come, to become knowledgeable and
morally upright people.
 Knowledge received without a teacher's guidance can be compared to a blind man walking
without his stick. Because of this, teachers need to have a high level of commitment towards
their duties and responsibilities which have been entrusted to them. The teacher is a judge who
gives marks and ratings. He differentiates children on the basis of their intellectual, and often
social skills in preparation for the social and occupational roles which they eventually play. He
does this by recommending promotions and demotions within the school, norminating children
to take certain examinations and counselling children and their parents with regard to
appropriate school courses, and employment possibilities.
 The teacher is a representative of the society who inculcates moral precepts. In the development
of a country,
 great attention has to be paid to education and learning, as well as good morals, and nobody is
more suited to assist in this process than the humble teacher. Without teachers, both knowledge
and morals would suffer.
 The role of the teacher is a multi-faceted one comprising academic, pedagogical and social roles.
Academic roles comprise teaching, counselling and supervisory roles while pedagogical roles
include instructional, evaluation and facilitating roles. As a facilitator of learning, the teacher is
involved in motivating pupils to learn, maintaining control in the classroom and the school in
general, and creating a condusive environment for learning to take place. Social roles of the
teacher includes among others socializing roles which is preparing pupils to participate in the
way of life of the society; others include reference roles, detective roles, parent surrogate (or
substitute parent), confidants and affectionate roles.
 No other personality can have an influence more profound than that of a teacher. Students are
deeply affected by the teacher's love and affection, his character, his competence, and his moral
commitment. A popular teacher becomes a model for his students. The students try to follow
their teacher in his manners, customs, etiquette, style of conversation and his get up. He is their
ideal. He can lead them anywhere. During their early education, the students tend to determine
their aims in life and their future plans, in consultation with their teachers. Therefore, a corrupt
and decadent class of teachers can harm a nation more seriously than a class of corrupt and
perverted judiciary, army, police, bureaucracy, politicians or technocrats. A corrupt and
incompetent teacher is not only a bad individual, but also the harbinger of a corrupt and
incompetent generation. A nation with corrupt teachers is a nation at risk; every coming day
announces the advent of its approaching destruction.
 Teachers therefore , have to play a cardinal role in the building up of the character of the next
generation. It is a fact that a civilization cannot rise out of a skeleton of mere ideas and abstract
concepts. Civilization finds a concrete shape in the practical behaviour of a nation, based on
 these principles and concepts. Once the practical aspect is gone, the civilization also disappears
and can only be studied through its remnants preserved in museums and chronicles. This
necessitates the provision of a learning atmosphere throbbing with life in our educational
institutions through the presence of the teacher, with a view to infuse confidence in our
students and to enable them to be proud of their culture, to respect their national character and
national emblems, and to ornament themselves with societal conduct and morals. They should
stand firm on the centuries old foundations of their cultural tradition and at the same time
should establish standards of excellence in their academic performance.
 The essence of the teacher as a nation builder cannot be over-emphasized. Good teachers need
to be themselves constantly seeking knowledge, be of good character, have high motivation and
be creative, innovative and effective in their teaching strategies. The good deeds of teachers are
great; because of them, we will grow to become knowledgeable people who will be of use to
society, religion and our nation and country.

Q.No.2: Explain the Qur'anic concept of Teacher Education. According to Islamic

perspective which method of teaching should be used.

Ans:-

Introduction
Quranic concept of education is that it explicitly teaches its readers principles in each and every sphere
of life so that its followers have complete knowledge about their pattern of life. Quran is the fountain
head of wisdom, from which all other sources of knowledge derive their authority.

Teachers education in Islam

In Arabic three terms are used for education. The most common is ta'līm, from the root 'alima, which
means knowing, being aware, perceiving and learning. Another term is Tarbiyah from the root of raba,
which means spiritual and moral growth based on the will of God. The third term is Ta'dīb from the root
aduba which means to be cultured or refined in social behavior.

Qur'anic Concept
In the Holy Quran the word al-Ilm, knowledge, and its derivatives used more than 780 times.In the
Islamic traditions, too, there are many words of praise for knowledge and the learned.

Every Muslim man's and every Muslim woman's prayer should be:

"My Lord! Enrich me with knowledge"

(Surah TA HA, 20:114)

We bear witness that our Nabi Muhammad (PBUH) is the true Messenger of Allah, who emphasized our
need to gain true knowledge of life to live a life incomplete submission to Allah (SWT).O Allah, shower
Thy choicest blessings on him, his friends and relatives --all those, who, sought to improve their
understanding of Islam so that they might teach their progeny and keep the Deen alive among the
Ummah. Allah (SWT)enjoins us in the Holy Qur'an. The first few verses that were revealed to our Holy
Prophet (PBUH) mention the importance of reading, pen, and teaching for human beings:

“Read: in the name of your Lord who created. He created man from something which clings.
Read and your Lord is the most generous. Who taught with pen.Taught man what he knew
not…”

(Surah Al-Alaq)

When we hear this First Revelation, the first words revealed by Allah(SWT).....

Iqraa

! Read! We marvel at the greatness of Allah's Divine Wisdom. Of the infinite number of messages Allah
could have given to Mankind (for we have so many needs and so many weaknesses), Allah Who knows
all Man's secrets, and his most intimate needs, chose learning, gaining knowledge or seeking and
providing education as the First Message to mankind. It was revealed in the time of the Jaahiliyah and
money or power in the hands of the Jaahil would be self-destructive.

Hence Allah did not say in His First Message:

"Go out and get rich!" or"Go out and destroy the enemies of Islam!" They could not handle
power, or for that matter their own desires.

Thus Allah (SWT) remind us

“And those who are firmly grounded in knowledge say: "We believe in the Book;the whole of
it is from our Lord:" and none will grasp the Message except men of the understanding”

(Q.III: 7)Education
The process of seeking knowledge or sharing it with others is part of life itself. We cannot live properly
without learning HOW to live? Just as we cannot talk or walk without having been taught by our parents
how to do so.

Allah commenced the revelation of the Holy Qur’an by mentioning the importance of Knowledge:

"Are those who know equal to those who know not?"

It is only men of understanding who will remember (i.e. get a lesson from Allah's Signs and Verses).
(39:9)

But none remember (will receive admonition) except men of understanding. (Al-Baqarah,
2:269)

As such, it is evident that man is created for a purpose. Allah has equipped him with knowledge and
tools to

lead a meaningful and rational life.Quran indicated basic principles that lead a Muslim to observation of
the universe and Nature, where he can find the answers to many question by his own efforts.

We would certainly appreciate that how nicely Quran gives hints in respect of various branches of
learning and advises man to use intellect. So much so that Quran says in Surah Al-Aaraf that those who
do not us their abilities us as intellect, eyes and ears will enter into the fire of hell because they are
inferior than animals. It should be noted that the Quran explains the actual practical shape of life by
remarking the borders of the various aspect of life.

Quran being a complete code of life says :

“We have sent down to you the book, as an explanation for everything.”

The Quranic text is divided into 114 chapters. Each chapter is called “Surah” which consist of a certain
number of verses each called “Ayah”.

The revelations continued in Quran were not all revealed on one occasion but at long intervals and in
response to special needs to the prophet (peace be upon him) lived at Mecca for thirteen years and at
Medina for ten years. The revelations which the Prophet (peace be upon him) received in Mecca period
are mostly concerned with general percepts that urges strongly and earnestly the man to righteousness.

Quran is not a book of science or any other particular field of knowledge but it deals, mainly with basis
principals of human life. Therefore, Quranic concept of education is that it explicitly teaches its readers
principles in each and every sphere of life so that its followers have complete knowledge about their
pattern of life.

Quran is the fountain head of wisdom, from which all other sources of knowledge derive their authority.
It consist of very words of Allah, revealed on Prophet Muhammad (Peace be upon him) in twenty three
years, first in Mecca and completed in Medina.
The Holy Quran says,

“This day have I perfected for you, your religion and completed My favor on your, and chosen
for you Islam as a religion.

Islamic education system comprises of the following principles:

1. Belief in the oneness, immateriality, absolute power, mercy and supreme compassionateness of the
Creator.

1) Charity and brotherhood among mankind.

2) Subjugation of passion.

3) The outpouring of a grateful heart to the Giver of all good.

4) Accountability of human actions in another existence.

5) Developing a sense of social consciousness i.e. enjoining what is right and forbidding what is wrong.

Hadith

The next source of Islamic foundations of education is the Hadith, Ahadith as plural. Hadith derives its
authority and validity from Holy Quran. Quran says ‘obey Allah and obey the Messenger’ (4:49). Thus,

Hadith offers best explanation or interpretation to Quran.

Ahadith are not only explanatory to the Quranic text but also complementary to it. Prophet (peace be
upon him) is a teacher appointed by Allah who not only teaches the Book and philosophy but purifies
the soul as well. He (peace be upon him), himself was a role model who presented ideal practical life in
the light of those limits enunciated by the Quran. Thus, the Quran declared the Prophet (peace be upon
him) to be the interpreter of Quranic texts. Hadith is the index and vehicle of the Sunnah which gives
concrete shape to the Quranic teachings. A Hadith is a statement of the Prophet (peace be upon him). A
sunnah may be embodied in a Hadith, but is not itself a Hadith. His (peace be upon him) Sunnah is both
an instrument for the institutionalization and practice of Allah’s will, as well as a strong force for the
propagation of Islam. As we studied earlier that the man is expected to learn through experiments on
the foundations given by the Quran and whose example is preserved in the life, activities and saying of
Prophet (peace be upon him). The Prophet (peace be upon him) before emigration (Hijrat) to Medina
deputed a teacher, there to arrange the education of the believers. After the Hijrat, the Prophet’s
Mosque in Medina became the center of education. A covered platform called Suffa, was built in front of
the Prophet (peace be upon him) house to give instructions in the Quran and Hadith. On the other hand
the Prophet’s wives (MAPT) were in charge of the education of women.

Methods of teaching in Islam

It is reported in the biography of Prophet Muhammad (peace and blessings be upon him) that he sent
messages to different kings and leaders in a way to spread the Word of Allah and disseminate the
message of Islam. Among the then world leaders who received such noble messages was Caesar, the
Roman Emperor.

In that message, the Prophet addressed him as, “The Great Man of Byzantine”. This tribute of honor
given to him contained a of the emperor’s being great – though, for the Romans, not for the Prophet. He
also quoted in his message the following words:

{O People of the Book, come to a word common between us and you that we worship none but Allah}
[Aal `Imran:64]

Here, the Prophet (peace and blessings be upon him) did a number of things. Firstly, he honored the
addressee and accorded him the due respect. Secondly, he mentioned in his message a common factor
between the addressee and himself.

The life of the Prophet (peace and blessings be upon him) is abundant in examples of this sort in which
the Prophet knew how to approach the invitee, attract his attention, draw his heart nearer to him, and
then start to invite him to Islam or to educate him if he was already a Muslim.

Marvelous are the techniques and methods that were adopted by the Prophet (peace and blessings be
upon him). These methods are to be emulated by those who take the responsibility of following his
honorable steps and task themselves with that great burden.

Among the methods that were adopted by the Prophet (peace and blessings be upon him) are the
following:

1. Education by setting an example:

{O you who have believed, why do you say what you do not do. Grealy hateful in the sight of
Allah is that you say what you do not do} [As-Saff:2-3]
The Prophet never preached anything that he himself does not perform and he taught all Muslims to do
the same in obedience to the above Qur’anic ayah (i.e. verse) and many others as well. To recognize the
importance of this method, we can cite one example from the Hudaibiyah Treaty: When the writing of
the peace treaty was concluded, Allah’s Apostle said to his companions,

«Get up and slaughter your sacrifices and get your head shaved». None of them got up, and the Prophet
repeated his order thrice.

When none of them got up, he left them and went to Um Salamah and told her of the people’s attitudes
towards him. Um Salamah said, ‘O the Prophet of Allah! Do you want your order to be carried out? Go
out and don't say a word to anybody till you have slaughtered your sacrifice and call your barber to
shave your head.’ So, the Prophet went out and did not talk to anyone of them till he did that, i.e.
slaughtered the sacrifice and called his barber who shaved his head. Seeing that, the companions of the
Prophet got up, slaughtered their sacrifices, and started shaving the heads of one another, and there was
so much rush that there was a danger of killing each other.” (Al-Bukhari).

2. Education through Q & A:

This can be attested to by recalling the famous hadith in which the Archangel Jibril came to the Prophet
asking him about faith, Islam, ihsan (i.e., perfection), and the Hour; the Prophet answered him in full
detail and further commented that the questioner was Jibril who came to teach the Companions – using
this method in cooperation with the Prophet – the matters of their religion. (This hadith can be found in
Muslim)

3. Giving speeches and sermons:

The Prophet used to constantly and regularly offer the Friday Sermon (khutbat al-Jumu`ah) in which he
admonished the Companions and taught them about their religion. He earnestly addressed the needs of
the then emerging Muslim community and the issues that would appear to them in their daily lives. He
also paid great attention to the purification of their souls and getting their hearts attached to the
hereafter.

4. Giving talks or sermons every now and then:

The Prophet (peace and blessings be upon him) used to give short talks every now and then in a way to
draw the attention of Muslims to something important, or ward off something heinous. He did not do
that regularly as he did not like to bore them by stuffing their minds with sermons and talks. The
Companions themselves used to emulate this method of da`wah with their invitees as reported by
Shaqiq who said:

We were sitting at the door of `Abdullah (ibn Mas`ud) waiting for him (to come out and deliver a sermon
to us). It was at this time that there happened to pass by us Yazid ibn Mu`awiyah an-Nakha`i. We said:
Inform him (`Abdullah ib. Mas`ud) of our presence here. He went in and `Abdullah ibn Mas`ud lost no
time in coming out to us and said: I was informed of your presence here but nothing hindered me to
come out to you but the fact that I did not like to bore you as Allah’s Messenger (peace and blessings be
upon him) did not deliver us sermon on certain days fearing that it might prove to be boring for us.
(Muslim)

5. Giving short talks after Salah:

The Prophet (peace and blessings be upon him) used to give short talks immediately after Salah (i.e.,
prayer) in a way to clarify something to Muslims or comment on another. This can be attested to by
various hadiths from the Prophetic Sunnah that go beyond the scope of this article.

6. Education through raising questions:

Sometimes, the Prophet used to raise questions in a way to raise the people’s interest in the matter at
hand or to draw their attention to the importance of something he intended to handle. In addition, he
often used this way to revisit the terminology adopted by people and to incorporate new meanings in
old terms. Abu Hurairah reported Allah's Messenger (peace and blessings be upon him) as saying,

«Do you know who is the bankrupt?» They (the Companions) said, ‘A bankrupt man amongst us is one
who has neither dirham with him nor wealth.’ He said, «The bankrupt of my Ummah would be he who
would come on the Day of Resurrection with prayers and fasts and Zakah but (he would find himself
bankrupt on that day as he would have exhausted his funds of virtues) since he hurled abuses upon
others, brought calumny against others and unlawfully consumed the wealth of others and shed the
blood of others and beat others, and his virtues would be credited to the account of one (who suffered
at his hand). And if his good deeds fall short to clear the account, then sins would be transfered (from
the abused accounts') and entered in (his account) and he would be thrown in the Hell-Fire» (Muslim).

7. Education through story telling:

The Prophet used to tell stories of the past Prophets and their nations and sometimes of some
individuals of such nations in certain contexts in a way to teach Muslims through using interesting stories
from which they can derive lessons and admonition. This can be clarified by referring the reader to the
story of the People of the Ditch, the Magician, the Monk and the slave (boy) as mentioned in Sahih
Muslim.

8. Education through setting parables:

The Prophet (peace and blessings be upon him) used to set parables for the Companions to teach them
and draw abstract concepts nearer to their minds on his way of getting them from the darkness of
ignorance into the light of faith and belief. The following famous hadith narrated by Abu Hurairah can be
cited here as a good example on this. Allah’s Apostle said,
«My similitude in comparison with the other prophets before me, is that of a man who has
built a house nicely and beautifully, except for a place of one brick in a corner. The people go
about it and wonder at its beauty, but say, ‘Would that this brick be put in its place!’ So I am
that brick, and I am the last of the Prophets» [Al-Bukhari].

9. Education through practical application:

This can be shown in the story of the Bedouin who came to the Prophet (peace and blessings be upon
him) asking about the time of Salah and the following hadith shows how the Prophet (peace and
blessings be upon him) responded. Sulaiman b. Buraidah narrated on the authority of his father that a
person asked the Apostle of Allah (peace and blessings be upon him) about the time of prayer. Upon this
he said, “ «Pray with us these two» , meaning two days." When the sun passed the meridian, he gave
command to Bilal who uttered the call to prayer.

Then he commanded him and pronounced Iqama for noon prayer (Then at the time of the afternoon
prayer) he again commanded and Iqama for the afternoon prayer was pronounced when the sun was
high, white and clear. He then commanded and Iqama for the evening prayer was pronounced, when the
sun had set. He then commanded him and the Iqama for the night prayer was pronounced when the
twilight had disappeared. He then commanded him and the Iqama for the morning prayer was
pronounced, when the dawn had appeared.

When it was the next day, he commanded him to delay the noon prayer till the extreme heat had passed
and he did so, and he allowed it to be delayed till the extreme heat had passed. He observed the
afternoon prayer when the sun was high, delaying it beyond the time he had previously observed it. He
observed the evening prayer before the twilight had vanished; he observed the night prayer when a third
of the night had passed; and he observed the dawn prayer when there was clear daylight. He (the
Prophet) then said, «Where is the man who inquired about the time of prayer?» He (the inquirer) said,
‘Messenger of Allah! Here I am.’ He (the Prophet) said,

«The time for your prayer is within the limits of what you have seen» (Muslim)

10. Education through applied lessoning:

This can be seen in the following hadith that is narrated by Abu Hurairah. “Allah’s Apostle entered the
mosque and a person followed him. The man prayed and went to the Prophet and greeted him. The
Prophet returned the greeting and said to him, «Go back and pray, for you have not prayed» The man
went back and prayed in the same way as before, returned and greeted the Prophet who said, «Go back
and pray, for you have not prayed»

This happened thrice. The man said, ‘By Him Who sent you with the Truth, I cannot offer the prayer in a
better way than this. Please, teach me how to pray.’ The Prophet said, «When you stand for Prayer say
Takbir and then recite from the Qur'an (of what you know by heart) and then bow till you feel at ease.
Then raise your head and stand up straight, then prostrate till you feel at ease during your prostration,
then sit with calmness till you feel at ease (do not hurry) and do the same in all your prayers» (Al-
Bukhari)

11. Education through accompanying the educator for some time:

It was the habit of the Prophet that when he marched for battle all Muslims capable of fighting would
accompany him and no one was ever allowed to be left behind except with the Prophet’s permission.
Moreover, when he dispatched military expeditions, he would command a group of Muslims to remain
with him to witness the revelation of the Qur’an in order for them to convey these revealed parts and
teach them to those who set out for jihad upon their return. So they learn from them what Allah
revealed to His Prophet in their absence, while the Prophet sent some other men into military
expeditions. This is understood from Allah’s saying,

{And it is not (proper) for the believers to go out to fight (Jihad) all together. Of every troop of them, a
party only should go forth, that they (who are left behind) may get instructions in (Islamic) religion, and
that they may warn their people when they return to them, so that they may beware (of evil)} [Al-
Tawbah:122]

12. Education without embarrassing the addresses:

The Prophet used to say in his public addresses, «What has happened to people that they do so?»
Naturally, the person who was supposed to hear it did hear it, was ashamed in his heart and went about
getting rid of that shortcoming. Certainly, da`wah (Islamic preaching) means to call someone to come
closer to the da`iyah and, definitely, not to enumerate the person’s shortcomings or drawbacks!

Finally, these were some of the techniques and methods of da`wah adopted and applied by the Prophet
(peace and blessings be upon him) by which he earned the hearts of almost all those he invited to Islam.
Unfortunately, in our present time, we suffer from lack of da`iyahs who take care of their addressees in
such a noble manner and thus draw them nearer to Allah and His straight path. Rather, some of those
who are deemed as da`iyahs and who see themselves as doing a great service to Islam, they do nothing
but making people scared of the religion of monotheism, mercy and peace.

Q.No.3 Critically analyze the role of pre-service and in-service training in

professional development of a teacher.

Ans:
Pre-service education of teacher means, education of teachers before they enter into service as
teacher.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.

INTRODUCTION
 According to Kothari commission, a teacher who unlike an ordinary worker, acts as a master, crafts man,
an artist, a strategist and a powerful motivator. The environs of a classroom are enlivened by the
inspiring, dynamic, enthusiastic, encouraging, skillful and dedicated teacher. It is he who shapes the
destiny of students and that of the future citizens who eventually shape the destiny of the country. Such
a teacher only can successfully in culture among children values that strengthen the ideals of social
justice, equity, secularism and pluralism.

By its very definition, a professional, including a teacher is a lifelong learner because of his association
with scientific knowledge which keeps growing and so opportunities have to be afforded to ensure that
he keeps learning and developing throughout his professional life. This is precisely the responsibility of
teacher education system which is more than a mere combination of two of its major components i.e.
pre-service teacher preparation and in-service education.

Professional preparation and professional development of teachers is a continuous process. It begins

with the selection of an aspirant teacher and includes his initial preparation induction into the profession
and his continuous development throughout his teaching carrier. The formulation of policy and design of
teacher preparation and continuing professional development should optimally take into account the
whole spectrum of teacher learning.

PRE-SERVICE TEACHER EDUCATION, MEANING AND ROll IN

PROFESSIONAL DEVELOPMENT
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.

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.
A. PRE-PRIMARY TEACHER EDUCATION PROGRAMME.
Here teachers are trained for teaching children of pre-primary classes. This type of teacher training is
generally called nursery teacher training (N.T.T). Teacher training institute of this type are existing in
different states. At Mussorie, there is Montessori teacher training programme in one institution. That
type of training institutes are affiliated to association Montessori international. There are pre-basic
teacher training schools which prepare teachers for pre-primary schools. These institutes are recognized
by Hindustani Falimi sangh, Wardha. Some state governments also conduct this type of teacher training
programmes. The universities of Jabalpur and Baroda run pre-primary teacher training course leading to
certificate. At Chandigarh education department U.T. Administration is running such a course which is
duly recognized by U.T Administration. In the state of Haryana about two decades back Haryana
government had given affiliation for running this course of teacher training to Sohan Lal D.A.V college of
education, Ambala city. But then it was closed down by the government after the lapse of two-three
years. At present a few schools and colleges of education in the state of Haryana are running one year
N.T.T course meant for girls only who have qualified +2 examination. The said course is recognized by
D.A.V college managing committee, New Delhi.

B. PRIMARY TEACHER TRAINING INSTITUTES

Primary teacher training institutes prepare teachers for teaching to the children of primary courses.
These institutes prepare the students for junior basic training certificate (J.B.T). This training has been
very popular almost in all the states earlier this training was meant for male and female teachers who
were matriculates. Recently some modifications have been made for giving training of J.B.T. After passing
J.B.T the teacher is able to earn a teaching diploma. How the minimum qualification for training has been
raised to 10+2 examination. In the states of Punjab and Haryana, this type of teacher training is
sanctioned to government teacher training schools (or) district institute of education and training
(D.I.E.T) with the revision of grades of all type of teachers, J.B.T training centers attract students of higher
calibers and they possess higher qualifications

The National Commission of Teachers has recommended the introduction of integrated

four year course for matriculates which will enable the teachers to earn teaching diploma for teaching
primary classes

C. LANGUAGES PROFICIENCY TEACHERS

This type of teacher training programme prepares teachers for teaching Hindi, Punjabi and Sanskrit. This
training is meant for those who are 10+2. It helps them to earn a teaching certificate called O.T (Hindi),
O.T (Punjabi), O.T (Sanskrit)etc. This type of teacher training programme has been popular in
government as well as non government institutes. At present, his course is being run in a very few
institutes. The government has almost withdrawn its sanction to private recognized institutions.

D. COLLEGE OF EDUCATION FOR SECONDARY TEACHERS

 Teacher training for secondary schools is given in the government as well as non-government
colleges of education. These colleges prepare teachers for middle, high (or) secondary classes. Generally
in these colleges it is one year course after B.A/B.Sc or M.A/M.Sc.

With the revision of grades of teachers, the college of education has started attracting
students with good qualifications. In some states like Punjab , Rajasthan, entrance test have been
introduced. In the state of Haryana, The minimum qualification for competing in the admission to B.Ed is
50% marks in B.A/B.Sc or M.A/M.Sc. Besides, entrance test is also held. Marks in both are added up and
then merit list is prepared.

E. REGIONAL COLLEGES OF EDUCATION

N.C.E.R.T started its own regional colleges of education in four regions of the country to meet
the shortage of teachers for technical subjects such as agriculture, commerce, fine arts, home science,
etc. The different regional colleges of education are as under:-

(i) REGIONAL COLLEGE OF EDUCATION, AJMER:-

It is meant for U.P, Haryana, Delhi, Punjab, Himachal Pradesh and Jammu Kashmir. (Northern region)

(ii) REGIONAL COLLEGE OF EDUCATION. MYSORE:-

It is meant for south region which includes Andhra Pradesh, Karnataka, Tamilnadu and Kerala.

(iii) REGIONAL COLLEGE OF EDUCATION, BHOPAL:-

It is meant for western states such as Maharashtra, Madhya Pradesh and Gujarat

(iv) REGIONAL COLLEGE OF EDUCATION, BHUBNESWAR:-

It is meant for eastern states such as Assam, Manipur, Bihar, West Bengal and Tripura.

F. TRAINING INSTITUTIONS FOR SPECIAL SUBJECT TEACHERS: -

The following training institutions prepare special subject teachers such as music, drawing, painting, fine
arts, home science, etc.

(a) Viswa Bharathi University, Santhinikethan (W.Bengal)

(b) Institute of Art education, Jumia mitia, Delhi.

(c) Government school of art, Luck now

(d) Kala kshetra, Adayar, Madras

(e) One year diploma in physical education for graduates at Govt: physical college of education, Patiala
G. INSTITUTE FOR POST GRADUATE TEACHER EDUCATION
A) ONE YEAR M.ED COURSE: - this course is meant for those who have already passed B.Ed. It is carried
in the universities in some selected colleges of education.

B) M.A IN EDUCATION: - Like other M.A it is a two year course for graduates. It is generally run by
different universities. M.A in education is considered equal to M.Ed.

Post graduate diploma in education, N.C.E.R.T, and some universities are running post graduate diploma
courses for greater efficiency of teachers. A few such courses are in the field of research methodology,
educational and vocational guidance evaluation, audio-visual aids, social education, distances education
etc. These courses are mostly for teachers who have passed B.Ed.

Special courses for teaching English are conducted by control institute of English and foreign languages,
Hyderabad and regional institute of English.

H. CORRESPONDENCE COURSE:-
Correspondence courses for teacher education have been started by some universities and colleges. The
four regional colleges of education under N.C.E.R.T were the first to start this course. It is 14 month
courses including four months training during two summer vacation.

H.P University, Simla started B.Ed and M.Ed courses in 1972. After one year, B.Ed courses through
correspondence were stopped. Jammu University, the B.Ed correspondence course by Jammu University
was meant only for in-service teachers. In south, Annamalai University is running B.Ed and M.Ed
correspondence course. Punjab University, Patiala also started B.Ed and M.Ed correspondence courses.
But new B.Ed by correspondence ion large scale is banned by N.C.T.E

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.

HISTORY OF IN-SERVICE TEACHER EDUCATION

In-service education and training of teachers has its own historical roots. Its journey from pre-
independence to post independence period is characterized by numerous policy statements
recommendations of different commissions regarding its content and strategies for implementation it
has grown from a concept to a process and gained its importance for preparing teachers towards
professional growth and development. The root of in-service education can be traced back to pre-
independent period of 1904 in Lord Curzon’s resolution of educational policy which stated, “The trained
students whom the college was sent out should be occasionally brought together again in seeing that
the influence of the college makes itself felt in the school.” Hartorg committee and sergeant committee
referred to in-service education as refresher courses and recommended for their organization on a
continuing basis. The secondary education commission was more specific in recommending the
programme of extension services for secondary teachers.

NEED AND IMPORTANCE OF IN-SERVICE TEACHER EDUCATION

In our country, the trend is that once a teacher has joined service as a teacher, he continues to
be so, through he may or may not study. It is not like that in countries like U.S.A. There the teacher has to
face the screening committee to his re-appointment as a teacher after two or three years. In-service
education is badly needed for all types of teachers in India. The following points indicate its need and
importance.

1. EDUCATION- A LIFELONG PROCESS:-

The teacher who does not study side by side can’t remain a good teacher. Training of a teacher is a
lifelong process. He should continue making efforts in this direction for the whole life. Rabindra Nath
Tagore has rightly stated, “A lamp can never light another lamp unless it continues to burn its flame. “
According to secondary education commission “However, excellent the programme of teacher training
may be, it does not by itself produce an excellent teacher. Increased efficiency will come through
experience critically analyzed and through individual and group effort and improvement.

2. PROFESSIONAL GROWTH:-

Every teacher is a expected to be professionally bound, for the professional growth, he always needs
the guidance and help of others. The efficiency of the teachers must be covered up. So the teacher need
be up to the mark in every way.

3. EDUCATION IS DYNAMIC:-
 Education is very dynamic. It depends upon the society which is fast changing. Due to the
advancement in the field of science and technology, there is explosion of knowledge. Accordingly the
curriculum and syllabus are also being changed with a good speed. Continuous in-service education of
the teacher can save the teacher from facing dire consequences.

4. MAKES DEMOCRATIC

In-service education helps the teacher in becoming fully democratic. By in-service education
programmes, the teacher is able to meet people of all types and he is also able to share his experience
with others.

PROGRAMMES OF IN-SERVICE TEACHER EDUCATION

SEMINAR- In a seminar some problems of education are taken up and there is collective thinking.
Discussions are held and conclusions are arrived at all under the guidance of some experts.

REFRESHER COURSES: - A refresher course means an educational programme organized for refreshing
the knowledge of in-service teacher. Generally they acquire the teachers with the new development in
the field of education. With the coming up of new education policy, refresher courses were arranged all
around for teachers of different categories.

WORKSHOPS: - Workshops are organized for giving in-service education to teachers. They involve more
of practical work and less theoretical discussion. These types of programmes are more useful for the
teachers. The teachers have to work practically and come out with final materials to be seen by others.
Organization of workshops consumes more time than a seminar or conference.

CONFERENCE: - In a conference, there is a broad discussion of subjects of practical interest. Generally

there is a central theme around which several sub topics are given. Teachers as per their interest,
present paper at the time of conference. The session ends with the concluding remarks of the president

STUDY GROUPS: - Forming study groups and using them as a technique for in-service education for
teachers can work wonders. A group of teachers of the same subject and a subject expert in the college
of education are combined and start working. They choose some topics of common interest (or) it may
be a problem related to their teaching subject. Discussion is started under guidance and they continue
thinking, studying and discussing that subject. If need arises, someone may be invited for extension
lecture. The study groups may be meeting once in a week or even once in a month.

A STUDY CENTRE OF PROFESSIONAL WRITINGS: - Generally the materials are not under the reach of
teachers. The college of education, the extension service departments can help in this direction. Various
publications of N.C.E.R.T, some good books, materials produced by different centers of education may be
produced in the college library. The study of reading materials will help the teacher to acquire sufficient
knowledge in their subjects.
EXPERIMENTAL SCHOOLS: - The College of education should have their demonstration school and
experimental school. These are actually practicing schools where some experiences can be performed.
Whatever is taught in theory, which is put into practice by carrying out experiments?

The experimental schools become centers of learning for in-service teachers. Innovations done in
these schools may be advocated among the teaching staffs of other schools.

Regional colleges of education affiliated to N.C.E.R.T have their experimental schools where
those colleges are showing leadership to the working teachers of other schools in their areas. Other
colleges have their practicing schools but they don’t have any experimental schools or demonstration
schools.

CORRESPONDENCECOURSES:

Correspondence courses can be designed for giving in-service education to teachers. A few universities
have already started working in the area of in-service teacher education programmes. Central Institute
of English and Foreign Languages at Hyderabad provides post graduate certificate course and diploma
course through correspondence.

OTHER PROGRAMMES: - A few programmes for in-service education of teachers are suggested below:-

 Educational tours
 Radio broadcast
 Film shows
 T.V programmes
 Extension lecture for teachers
 Exhibitions
 Exchange of teachers

PROVISION OF IN-SERVICE EDUCATION: - Different institutions are functioning where there is

a provision of in-service education of teachers. Some of them are doing commendable work in this field.

STATE INSTITUTE OF EDUCATION (SIE):- In different states, SIE have been set up which cater to the need
of in-service education only. They organize seminars, workshops, etc.

STATE INSTITUTE OF SCIENCE: - In some states, they have set up institutes for in-service education of
science teachers. They make efforts for developing scientific attitudes among the teachers. Science
exhibitions are also conducted there which attract large number of children from the state. Thus it’s a
great source of inspiration for teachers and their students.

REGIONAL INSTITUTE OF ENGLISH: -

Regional institute of English has been set up in different regions of the country. They have their affiliation
with Central Institute of English and Foreign languages; Hyderabad. These institutes impact four month
certificate course in teaching English to in-service teachers. The institutes gives scholarship to the
trainees and the teachers are paid full salary by the schools were they are employed. These institutes are
working for efficiency and improvement of English teachers

CONCLUSION

“Good education requires good teachers” that it becomes essential that the most capable and
appropriate be recruited into the teaching profession, provided with high quality pre-service programme
of teacher education, and them offered opportunities to upgrade their knowledge and skills over the full
length of their career. It is, therefore, essential that there is major reorientation of teacher education to
ensure that teachers are furnished with the necessary knowledge and skills to cope with the new
demands placed on them. It is strange to note that too often teachers are helpless in front of machines
which refuse to work. How undignified it is for the teacher to be thwarted by machines

With the increased capacity of communication technology, language will become a very
powerful instrument. The teacher-education programme should be strengthened to develop language
competency among our teacher-taught. The modern time demands multi lingual competence including
the new computer languages that are bound to emerge with expansion of computer-technology.

Continuing teachers and other educators which commences after initial professional education is
over and which leads to the improvement of professional competence of educators all throughout their
careers.

Q.No.4 Discuss the prevailing structure of Teacher Education in the country.

What measures should be taken for its improvement?

Ans:

Teacher Education
"Teacher education refers to the policies and procedures 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."

Each province has a distinct centralized organizational structure to prepare teachers for primary, middle
and secondary school levels. The existing 270 teacher education institutions in the country are under the
administrative and curricular control of the provincial Departments of Education.

Structure of Education :-
In many countries, Initial Teacher Education (also known as preservice teacher training) takes place
largely or exclusively in institutions of Higher Education. In countries like Sri Lanka there are separate
institutes called National colleges of Education to provide pre-sevice teacher training while Teacher
Training Colleges provide in-service teacher education. Further institutes called Teacher Centers provide
continuing professional development for teachers.It may be organized according to two basic models.
In the 'consecutive' model, a teacher first obtains a qualification in one or more subjects (often a
diploma in teaching or an undergraduate bachelor's degree), and then studies for a further period to
gain an additional qualification in teaching (this may take the form of a post-baccalaureate credential or
master's degree).

In the alternative 'concurrent' model, a student simultaneously studies both one or more academic
subjects, and the ways of teaching that subject, leading to a combined bachelor's degree and teaching
credential to qualify as a teacher of that subject.

Other pathways are also available. In some countries, it is possible for a person to receive training as a
teacher by working in a school under the responsibility of an accredited experienced practitioner. In the
United Kingdom there is a long tradition of partnerships between universities and schools in providing
state supported teacher education.[3] This tradition is not without tensions and controversies.[4]

In the United States, approximately one-third of new teachers come through alternative routes to
teacher certification, according to testimony given by Emily Feistritzer, the President of National Center
for Alternative Certification and the National Center for Education Information, to a congressional
subcommittee on May 17, 2007. However, many alternative pathways are affiliated with schools of
education, where candidates still enroll in university-based coursework. A supplemental component of
university-based coursework is community-based teacher education, where teacher candidates immerse
themselves in communities that will allow them to apply teaching theory to practice. Community-based
teacher education also challenges teacher candidates' assumptions about the issues of gender, race, and
multicultural diversity.This assists to make an attitudinal change in the teacher trainees in order to
eliminate segregation within the school community. [5]

What does improve education quality in higher education mean?

With economic growth and globalization, there are debates brewing on how to improve the quality of
higher education. Education programs focus on bettering student achievements. Focus on career,
improve education quality, professional development top the discussion. And here lies the answer.

A good, high-quality education is to do with outcomes. An outcome is a culminating demonstration of

learning. It occurs after the completion of the academic program. It is a result of learning, which is a
visible and observable demonstration of three main things—knowledge, combined with competence,
combined with orientations. It is these three factors that determine the quality in higher education.

15 ways to improve education quality and student achievement with outcome-based education
  15 measures to improve quality education using outcome based education
 Mission, Vision & Objectives
 Program Educational Objectives (PEO)
 Graduate Attributes (GA)
 Student learning outcomes (SLO)
 Program outcomes (PO)
 Course outcomes (CO)
 Syllabus, Unit & Lesson Plan Outcomes
 Teaching Methods
 Assessment & Evaluation Tools
 Customizable Rubrics & Marking Schemes
 Continuous Quality Improvement (CQI)
 Outcome-based Education & Accreditation
 Student Success
 Constructive alignment
 Presentation of outcomes with automated mind mapping

How can education be improved?

Traditional education systems doesn’t provide students with necessary knowledge and skills and fulfil the
performance expectations. OBE transforms education into personalized learning and enable education
institutions to design instruction models tailored to learning preferences of students.

Quality education comes with outcome based education

OBE transforms education into personalized learning and enables education institutions to design
instruction models tailored to the learning preferences of students. OBE is growing at astonishing rates
all over the world. Every institution has a unique OBE framework to develop competent students to take
on a professional career after graduation. All too often, this knowledge is not efficiently captured and
used in higher education institutions. It is scattered in documents, spreadsheets, models, people’s minds
and buried in paperwork. What if the linking of curriculum processes could be more easily captured in
education institutions as higher education software mind maps that can be processed, activated, shared
and reused to create better learning outcomes? What if there are better ways to improve education
quality?

A move to implement software tools to support outcome-based learning, teaching, and assessments will
benefit in many ways. It will improve learning outcomes and accelerate continuous quality improvement
processes. Here are the 10 steps to improve education quality and student achievement with outcome
based education software:

1. Mission, Vision & Objectives

The central feature of OBE software is modeled to improve quality education. Thus, OBE prepares the
mapping of the mission, vision, and values set by the institute with the program educational objectives
(PEOs).

2. Program Educational Objectives (PEO)

In terms of student achievement, PEOs are assessed for a longer duration. What the graduates are
envisaged to achieve in their career 4-5 years after graduation. PEO attainment is based on stakeholder
inputs using an online survey questionnaire. This will reveal that graduates are broadly satisfied with
their achievement in all PEOs.

3. Graduate Attributes (GA)

Graduate attributes are often known as key skills, generic attributes, transferable, employability and/or
soft skills. Curriculum management software allows you to map graduate attributes to the curriculum
design. And this is to achieve the desired learning outcomes in real time.

4. Student learning outcomes (SLO)

A learning outcome is what a student can do as a result of a learning experience. It describes the
attributes of their ideal graduates based on their visions, missions, institutional goals or outcomes. And
using these as bases for developing specific program outcomes. The three broad types of learning
outcomes are disciplinary knowledge and skills, generic skills and, attitudes and values.

5. Program outcomes (PO)

Program outcomes are the sets of competencies (related knowledge, skills, and attitudes) that all
learners are expected to demonstrate. These desired outcomes are mapped to the expected learning
outcomes in specific courses. The desired course and learning outcomes are attained through
assessment and evaluation tools.

6. Course outcomes (CO)

Course outcomes refer to the knowledge, values, and skills all learners are expected to demonstrate at
the end of a course. Learning outcomes are mapped to course outcomes and program outcomes.

7. Syllabus, Unit & Lesson Plan Outcomes

Course outcomes lead to lesson outcomes. Create a syllabus, unit, and lesson plan to link with the
learning outcomes of each teaching activity. This aids coherence and cohesion in student learning.

8. Teaching Methods
Technology-enabled performance demonstration of pedagogical learning through video lectures,
podcasts, and slide presentations would innovate and enhance students’ learning experience.
Technology-aided teaching methods and assessments would enable education institutions to accurately
and perfectly map with the targeted outcome. This enables students and faculty to work together as
partners toward achieving a visible and clear goal.

9. Assessment & Evaluation Tools

Implementing OBE further translates to the quality and orientation of the faculty members. The core
mission of teaching is to build the learning competencies. Online tests, assignments, quizzes and puzzles,
and evaluation of courses/faculty through a survey questionnaire for the attainment of PEOs.

10. Customizable Rubrics & Marking Schemes

Assessment of writing, oral communication, critical thinking, or information literacy often requires
rubrics. Automated rubrics are standardized scoring guides that assist evaluators to make assessment
more transparent, easy, consistent, and objective. They even determine the quality of student work in a
consistent manner.

11. Continuous Quality Improvement (CQI)

Quality in higher education comes with CQI. Online assessment and evaluation process provide critical
information to faculty and administrators. They also give real-time reports on the effectiveness of the
program design, delivery, and objectives. CQI tools based on digital feedback loops through
course/faculty evaluations easily. They will enable the institution to enhance the quality of education
and the process will continue year after year.

12. Outcome-based Education & Accreditation

Yet another way for enhancement of quality of education in schools, higher education is by gaining
accreditation. Accreditation Management System offers automated tools which enable higher education
institutes to easily measure the achievement of the outcomes. It also lets an institution improve the
quality of higher education accordingly.

13. Student Success

There is a paradigm shift from traditional OBE to technology-based, learner-centered result-oriented
OBE. This is reflected in the key purpose that technology enhances learning and performance abilities of
students before they leave the institution. Structuring colleges, universities and higher education
institutions to achieve and maximize learning outcomes of students is the key to OBE principles.

14. Constructive alignment

Constructive alignment or linking learning outcomes to multiple curriculum elements are unique to OBE.
Mapping skills, competencies, PEO’s, PO & CO, teaching methods and assessments with the learning
outcomes foster better student achievement and educational quality.
15. Presentation of outcomes with automated mind mapping
Mind maps can be used to trigger & represent complex ideas and relationships, to assist one's thinking,
writing, and decision making. Students gain a non-linear form of outlining with mind mapping. The
power of auto-generated mind maps represent the way curriculum elements are arranged, classified and
grouped instantly and easily.

Q.No.5 Explicate the concept of Student (Practice) Teaching by focusing all

subsequential steps of pre-service training.

Ans:-

Concept of Student Teaching

Student teaching is a college-supervised instructional experience; usually the culminating course in a
university or college undergraduate education or graduate school program leading to teacher
education and certification. Examples of programs include Early Childhood (Birth-Grade 3), Middle
Childhood (Grades 4-9), and Adolescence to Young Adult (Grades 7-12). It is required by those earning
either a Bachelor of Education or Master of Education degree, as well as liberal arts Bachelor of Science
or Bachelor of Arts degrees with a major in education.

Student teaching is required for students who are not yet certified to teach. It is different from a
practicum, which is required when a student already holds certification to teach, yet wants a certificate
extension to teach another area of specialization; they are both college-supervised field-based
experiences.

The student teaching experience lasts about the length of a semester or quarter; long enough to fulfill
the college’s assigned tasks. It is an unpaid internship. This experience gives the prospective teaching
professional an opportunity to teach under the supervision of a permanently certified master teacher
(see schoolmaster).

The student teacher is usually placed in a neighboring or participating school. The student teacher is
monitored by the cooperating teacher from the school, as well as a supervisor through the college. The
supervisor acts as a liaison between the cooperating teacher and the head of the college’s student
teaching department.

The student teacher normally shadows the cooperating teacher for about one week, eventually gaining
more responsibility in teaching the class as the days and weeks progress. Eventually, the student teacher
will assume most of the teaching responsibilities for the class including class management, lesson
planning, assessment, and grading. Thus, the student teacher is able to more fully experience the role of
the teacher as the classroom teacher takes on the observation role in the class. There is sometimes a
"phasing out" week when the student teacher returns the teaching role back to the regular teacher.

The supervisor, as well as cooperating teacher, monitor the progress of the student teacher throughout
the experience, ensuring satisfactory work. A grade of Pass or Fail in student teaching, as well as
satisfactory completion of a school's education program, is an indication as to whether the college
recommends the student for certification to teach.

Student Teaching influence by pre-service training

Teacher education is strongly influenced by both pre-service teacher learning (Education) and student
teaching (Training). Education and training complement one another, aiming to provide knowledge
acquisition and skills for pre-service teachers; therefore, they are essential for providing teacher
education (Cruinckshank & Metcalf, 1994). Education and training are the most significant and necessary
educational components of teacher-education programs (American Association of Colleges for Teacher
Education [AACTE], 2010). Prior research (i.e., Brown, Lee, & Collins, 2014; Anderson & Stillman, 2013;
Caires, Almeida, & Vieira, 2012; Fan Tang, 2004) has investigated the relationship between pre-service
teacher learning and student teaching. However, unanswered questions remain about what and how
student teaching contributes to pre-service teachers' development (Anderson & Stillman, 2013; Thomas
& Beauchamp, 2011). Therefore, much evidence remains to be investigated and examined about the
influential effects of both pre-service teacher learning and student teaching on teacher education.

The purposes of this research are two-fold. First, this study investigates teacher education with respect
to the degree of and differences in pre-service teacher learning (education) and student teaching
(training). Second, it aims to isolate the variable that most strongly influences teacher education.

Effects of Education and Training on Teacher Education: An Overview

Increased scrutiny of pre-service teacher learning and student teaching has increased pressure on
teacher education (Wiens, 2012). In addition, high demand for in-service teachers has forced teacher-
education programs to examine new ways to produce teachers both faster and more economically
(Darling-Hammond, 2006; Zeichner, 2006). This requires teacher-education programs to simultaneously
develop three knowledge areas: (1) knowledge of the subject matter and curriculum; (2) knowledge of
learners' development; and (3) knowledge of teaching methodologies (Darling-Hammond & Bransford,
2005). In addition, teacher-education programs should focus on providing pre-service teachers with
coherent and integrated coursework, extensive clinical experiences closely linked to their course work,
and numerous opportunities to observe and practice in schools that have strong professional-
development relationships with a university partner (Eifler, Potthoff & Dinsmore, 2004).

Pre-service training, as an initial component

Pre-service teacher learning, as an initial component of teacher education, focuses on education, which
is the knowledge of how to do something (Cruinckshank & Metcalf, 1994), and provides pre-service
teachers with opportunities to obtain both knowledge and skills. Therefore, it is difficult to isolate what
teacher-education programs contribute to pre-service teacher learning (Wiens, 2012). In addition, pre-
service teachers' learning is affected by their student-teaching practices and experiences (Fan Tang,
2004; Koh & Choi, 2014; Caires, Almeida, & Vieira, 2012). Other research (i.e., Hegender, 2010; Segers,
Martens, & van den Bossche, 2008) has examined approaches to pre-service teacher learning to fully
understand what influences such teachers' work during the third year of their teacher education
programs-a pivotal time in the transition to real world employment. Additionally, teacher-education
programs should include an examination of how systematically and intentionally teach pre-service
teachers the skills needed to learn from practices such as behavior modification, interaction analysis,
microteaching, simulation, and reflective teaching (Cruinckshank & Metcalf, 1994); to continue to learn
from actual teaching practice (Hiebert, Morris, Berk, & Jansen, 2007); and to analyze their teaching
performance (Chung & van Es, 2014). For teachers to effectively learn from their teaching, they must
possess not only a high level of subject-matter knowledge but also the analytical skills required to
identify the cause-effect relationship between their teaching and student learning in the classroom. …

From K-12 schools to higher education institutions, policy makers, parents, teachers, and other
education stakeholders are concerned about the state of our nation’s public schools. Issues of reform,
accountability, retention, paths to licensure, and preparation of teachers populate education news and
research. In the era of accountability, it is important for teacher preparation programs to look within
themselves to ensure the structure and requirements of their program help prepare teacher candidates
for student teaching and careers. While some insist on raising admission requirements, such as grade
point averages (GPAs), others are concerned about the role of high stakes admission and licensure
requirements in teacher preparation programs. The focus of this thesis was to examine one Secondary
English Language Arts teacher preparation program within a large, Research I institution in the
northeast. A correlational study was conducted to determine the relationships between the various
preservice benchmarks and candidates’ student teaching performance. Regression models were used to
determine if any of the pre-service benchmarks were predictors of other preservice benchmarks or
predictors of student teaching performance. Findings from this study reinforce existing literature on
correlational relationships between pre-service benchmarks. Findings from the regression models add to
the literature in the field. The results and implications of this study offer similar programs potential areas
of reform.