Assignment ….

01

Student Name Anika jawed

Roll No Bv554919

Tutor Name Muhammad Haseeb jamal

Course: Teacher Education in Pakistan (829)
Level: M.Ed
Semester autumn 2019

Q1. Discuss the instructional responsibilities of a teacher. Highlight the role of teacher as
a “national Builder”.

Instructional Responsibilities of a Teacher

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 

2. 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 

3. 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

4. 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

5. 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 

6. Specific Deadlines

Task Deadline

Course During the first lecture of the course, course specifications should be
Specifications shared with the students

Class Activity Class activity report must be prepared for each class lecture and placed
Report in the course file

Course file for each course must be kept updated all the time for
Course File
periodic review by the Chairman and random checks by the QAD

After every 8 weeks of the semester, a copy of the attendance

Attendance summary sheet must be displayed on notice board and a copy should
be placed in the course file.

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
Quizzes/Assignments should be equally distributed before and after
the mid exam).

Within one week of receiving every assignment, a copy of the result

Assignments must be displayed on notice board and a copy should be placed in the
course file.

Mid Semester Within one week of the exam, a copy of the result must be displayed
 Exam on notice board and a copy should be placed in the course file.

Final Attendance A copy of the final student attendance report must be submitted to
Report COE office before the end-semester examination

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

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

 the role of teacher as a “national Builder”.

The importance of the teacher in national life cannot be over-emphasized. It is he who

influences the immature minds of the youth. He treats and tries to mould the living stuff into
various forms. The future of the nation is fashioned by him through the process of education.
A nation trying to march ahead on the roads to progress can leave the education of her sons
and daughter in the hands of incompetent teachers only at its own risk. “The world of
tomorrow will be born from the schools of today” says M.L Jacks. In this way, teachers,
indeed, is the true builder of the nation.
In the past, teachers were held by all in the highest esteem. Even kings and emperors used to
look upto them for guidance and advice in hours of crisis. As a matter of fact, teachers were
the trustees of common welfare. Teachers in those days days were the true benefactors of
society. History is full of examples which clearly show that great decisions of vital
importance to the whole nation were taken on the directions of the teachers. Such was the
importance which was enjoyed by teachers in the past.

Q2. Explain the Quranic concept of Teacher Education. According to Islamic perspective
with methods of teaching should be used.
Quranic concept of Teacher Education
The teacher is considered the profound father in religion Islam. All Prophets were the teacher
that sent before Prophet Muhammad (SAW) and obviously, Holy Prophet (PBUH) was also
the great teacher for all mankind. Prophet Muhammad (SAW) teaches us how to worship
Allah, how to implement teachings of the Quran in our daily lives and many other things.
Islam lays great emphasis on knowledge. At numerous times and instances, Allah Almighty
ordered the Muslims to acquire knowledge and learn. Islam lays so much stress on seeking
knowledge and also on giving the respect to the ones who imparted knowledge. That’s why
teachers have the highest status in Islam.  In Holy Quran Almighty Allah says: “Allah
elevates to high positions those from amongst you who are faithful and those who have
acquired knowledge”.
(Quran, 58:11)
Rights of Teachers
A teacher teaches the person so he has some rights some of them are mentioned below:

o Lead his pupil means it’s the duty of the teacher to make his student smarter and have
a good Akhlaq.
o Get reward and appreciation. The teacher is the spiritual father of the student as he is
the one who provides spiritual nourishment and improves the behavior of
learners. That’s why we should appreciate teachers for their great work.
o Teachers should have freedom of expression, obstacles and intervention should be
cleared.
o Teachers should get respect from other people. We need to respect the teacher who is
willing to give us the knowledge.
o Teachers should get good treatment to make his job easier.
o Teachers should have freedom in giving judgment.
o Teachers should acquire and utilize learning facilities and infrastructure.
o Teachers should get physical and spiritual needs.
Teaching Methods in Islam

The ancient Muslim educationists adopted a special method of teaching that promotes the
recipients of knowledge. The following are some articles of the teaching methods:

Forsaking Tension
Teachers ought to treat their pupils leniently and kindly and avoid any tension and cruelty
since these two things impede the mental growth and author serious psychological
complexes. Ibn Khuldun says, “Tensional teaching injures the pupils, especially the children
and the harshly educated.”

Physical Discipline

Pupils of irregular behavior and negligence should be disciplined if they ignore the advice.
The ancient Muslim teachers used to beat and detain even the kings’ sons. Abu Merriam, the
educator of al-Amin and al-Mamun*, caned them so harshly that one’s arm was injured.
Before his father, the boy showed his hand, and the teacher was summoned. “What for did
Mohammed –al-Amin- complain you?” asked ar-Rashid. “He is full of naivete and slyness,”
answered the teacher. The caliph then said, “You may kill him! His death is better than being
dull.”

In his instructions to al-Ahmer, one of his sons’ educators, ar-Rashid said, “You should first
reform him by means of kindness and lenience. If he refuses, then you should use tension and
coarse.”
Fathers used to say to the educators of their sons, “Your share is the flesh while ours is the
bones.”
Beating and tormenting were the most important means of education. This is incorrect indeed
since it is undecided to Islam that regards mercy, kindness, and lenience as the most matters
on which education should settle. All of the crooked ways should be avoided in the
educational processes. Teachers should not exceed in disciplining the irregular and deviant
pupils since it creates mental complexes and impedes the maturity and prosperity of
education and personality. Ibn Khuldoun says, “If the educator uses coercion, this will
distress the pupil and confine his delighted spirit and urge on indolence and lead to lie and
malignancy for avoiding more coercion. In addition, this coercion will teach the pupil
trickery and fraud, and the pupil may take them as customs and qualities forever. The
educator, whether teacher or father, should not exaggerate in disciplining the sons.” The
Prophet (s) said, “Teach without chiding. Teachers are preferable to the scolders.” Ibn
Quteiba said, “Teachers are recommended not to use tension or pride.”
Teachers are compared to the compassionate father. It is said, “Teachers are the substitutes of
fathers.” It is also said, “Teachers ought to care for the students’ interests and treat them like
the dearest sons with kindness, courtesy, benevolence, and patience on probable alienation.
Teachers should apprise of their flaws by means of advice and sympathy, not chiding and
crudeness.” Al-Qabisi, one of the master educators of the fourth century –of Hegira-, was
asked whether it is recommended for teachers to use coarseness or lenience with students, he
answered, “Disciplining should never occupy the good teachers’ lenience and mercy to the
pupils. Teachers are the substitutes of their fathers. It is discommended for teachers to be
always frowning. This will make the pupils disrespect them.”

Teachers’ roughness originates mental troubles and leads to the students’ refusing the
lessons.
Suggestive Rebuke

Muslim educationists believe that the insinuative rebuke should be within the teaching
methods in case pupils show irregular behavior or imperfect work since this method is more
impressive than expression. They said, “Teachers who notice an irregularity or a crooked
behavior should not state it directly to the pupils. They should insinuate within their common
speech by referring to the disadvantages of such a behavior. This will achieve the intended
convention.”
This method, in fact, is more useful than direct reproach, which may lead to rebellion and
insistence on the wrong. Islam has asserted this topic in the fields of education and teaching.
It is related that Imams al-Hassan and al-Hussein, the grandsons of the Prophet, once noticed
an old man perform the ritual ablution incorrectly. They avoided stating to him directly;
hence, they agreed on making him the arbiter who should rule of the most accurate ablution.
As they performed the ablution before him, the old man said, “O masters! You both have
performed the very accurate ablution, but it seems that the old man can master nothing.”

Islam has adopted this necessary practice since it saves the deviant from irregularity and
aberrance and takes him back to the truth and right. Educationists said, “The pupil that is not
amended by insinuative impression, owing to lack of understanding and perception, secret
expression and frank warning should be used. If this method is unsuccessful, the teacher may
warn openly and reproach. If this is also unsuccessful, the teacher then may dismiss and leave
the pupil till he
returns.”

THE LEARNERS’ MANNERS

Muslim educationists have been greatly concerned with the learners’ affairs. They constituted
the considerable methods that aim at disciplining and acquiring the virtuous ethics and noble
manners.
- Learners should seek knowledge for God’s sake purely, neglecting any worldly interest or
valueless purpose. God will surely raise the respects of such learners, facilitate the
difficulties, grant perception and intelligence, and combine the welfare of this world and the
Hereafter.
- Learners should carry out the religious instructions and precepts as well as the noble morals
and ritual practices. They should fear God in their hiddens as well as their appearances and
purify their hearts against discommended qualities such as envy, ostentation, pride, and
arrogance since these characters are the vilest and the most unassuming. An educationist
says, “Prayers are invalid without extrinsic purification. Likewise, heart worship that is
seeking knowledge is invalid unless the hearts are purified from ill manners and immoral
qualities. Knowledge is not the abundance of narration. It is an illumination that is cast in
hearts.”
- Learners should enjoy self-possession and sedateness. The Prophet (s) said, “Seek
knowledge and convey to people. Use composure, tranquility, and modesty to those from
whom you learn and those to whom you convey. Do not be the despotic of knowledge.”
Imam as-Sadiq said, “Seek knowledge and use self-possession, composure, and modesty to
those from whom you learn. Do not be the despotic of knowledge, otherwise the wrong will
remove your right.” Students of such perfect moralities will naturally be the exemplars of
others and influence positively in the people’s behavior and ethics.

- Learners should exert all efforts for seeking knowledge since it is not inspirational.
Knowledge is acquirable. It depends upon the scope of the efforts that lead to obtaining
scientific fortune. Learners should respect time as well as their lessons. Any tardiness will
waste the classes and cause the teachers’ carelessness.

- Learners should not exaggerate in studying lest their powers and energy will be exhausting
and the mental maturity be impeded. It is essential for learners to have sufficient time for rest
and physical relaxation. Men should regard the rights of their bodies. Al-Ghezali said, “It is
essential to give the pupils sufficient time for acceptable amusement and relaxation after the
fatigue of teaching. Preventing the pupils from entertainment after the exhausting teaching
 will deaden their hearts stupefy their minds. This will also cause a life disturbance and oblige
them to look for trickeries for the sake of getting rid of such a disturbance.”

- Learners should not ask rigor questions otherwise they lose prosperity owing to
disrespecting the knowledge and dishonoring the teachers whose approval should precede
everything else.

- Primary learners should not involve themselves in discrepancies and ambiguous opinions of
the master scholars especially in conceptual theses, lest these variant opinions will weaken
their mentalities and natures.
- Learners should not move to another lesson before they master the earlier. Negligence will
surely cause tardiness and skillessness.

Learning and Teaching in Islam

To acquire knowledge is a religious duty in Islam. The Prophet has said, "To seek knowledge
is incumbent upon every Muslim." According to fully established hadiths which elucidate the
meaning of this saying, knowledge here means the three principles of Islam : unity or
tawhid ; prophecy or nubuwwat; and eschatology or ma'ad. In addition to these principles,
Muslims are expected to acquire knowledge of the subsidiary branches and the details of the
injunctions and laws of Islam according to their individual circumstances and needs.

Q3. Critically analyze the role of pre-service and in-service tranining in the professional
development of teacher.
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 SIGNIFICANCE
                  Pre-service education of teacher means, education of teachers before they enter
into service as teacher. During this period of teacher education programmes, teaching practice
goes side by side, while they are getting knowledge about theory papers. 
A good deal of improvement in the teacher education programme is needed. Pre-service
education is carried on for preparing different types of teachers. Pre-service teacher
preparation is a collection of unrelated courses and field experience. Research based
curriculum development of pre-service teacher education is yet to take roots. These
programmes are intended to support and enhance teacher learning instill in them a greater
degree of self confidence. The beginning teachers in this case learn from their practice and
from the culture and norms of the unique school settings where in they have been placed and
interact with these cultures.
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.
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.
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.
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.
                 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,
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

Q4. Discuss the pre-wailing structure Teacher Education in the country. What measure
should be taken for its improvement?
pre-wailing structure Teacher Education in the country
Pre-service teacher preparation programmes with strong structure, coursework, and field
experiences are crucial to preparing future teachers.
Pre-service teacher preparation programmes, also called initial teacher training or initial
teacher education, vary greatly across countries. The structure, coursework, and field
experiences of pre-service programmes are important to consider when designing or
reforming teacher training because they all contribute to the level of preparation. High-
quality teachers need high-quality training, but many countries may need to consider cost-
effectiveness in deciding on the specific combination of pre-service and in-service training
experiences needed in order to deploy enough teachers for growing education systems.
 
Issues and Discussion
Pre-service training programme structures: Pre-service programmes may be conducted as part
of a secondary schooliploma course, on higher education campuses, in other schools through
school partnership programmes, or through online and other forms of distance education. It is
necessary to consider the local context and national needs in determining which types of
programmes are most appropriate. For example, Pakistan used distance training via radio,
television, and correspondence beginning in the 1970s to achieve a rapid increase in the
number of trained primary school teachers .
The required qualifications might include: certificate, diploma, degree, or master’s degree.
However, an analysis of PISA results suggests that a bachelor’s degree is the minimum
qualification for achieving the highest student performanc The quality of pre-service
preparation is more dependent on the programme’s structure and support than on the
duration. However, graduates of short duration programs (e.g., 2-10 weeks) will likely need
substantially more in-service support than graduates of long duration programs (e.g., 2-5
years).
Coursework: Teachers’ knowledge of the subject(s) they teach is often correlated with their
students’ achievement scores. Recent evidence from South Africa, for example, suggests
students’ scores increase considerably when taught by teachers with higher knowledge of the
subject. It is therefore vital for pre-service teachers to develop deep knowledge of their
content area.

Courses about pedagogy are also vital. These courses are most effective when teacher
educators demonstrate and implement varied pedagogical approaches in the courses, rather
than merely lecture about pedagogy, which is common in many countries.Other important
topics to be covered in pre-service teacher preparation include: classroom management,
learning issues and special needs, assessment practices, and the use of technology in
education. It is also vital for teachers to develop academic content-related fluency in the
language of instruction.
) Singapore’s National Institute of Education goes beyond these considerations by
emphasizing that the development of teachers’ knowledge and skills needs to wrap around a
“central pillar” of  three core ensembles of teacher values , focused respectively on the
relationship with the learner, on teacher identity, and on service to the profession and
community.
Pedagogical content knowledge: Research about the balance of content and pedagogy
coursework in teacher education is inconclusive.( Yet, the best pre-service programmes
emphasize  pedagogical content knowledge , which focuses on the question of “how to
organize and present the content in a way that makes it accessible for increasingly diverse
groups Field Experiences: Field experiences such as internships and periods of teaching
practice require pre-service teachers to observe and practice teaching in actual classrooms.
The quality of field experiences varies greatly and depends on their structure, duration,
sequence, and supervision by teacher educators. The duration of field experience in different
programs varies from as little as nine xperience while other have multiple. Research suggests
that more experience in classrooms is better, although if only a short field experience is
feasible, it may be supplemented by giving more support and guidance to new teachers.

In some of the best programmes pre-service teachers spend earlier experiences primarily
observing expert teachers and the remainder practicing how to teach. In addition, cohort
models may provide the best support for pre-service teachers during teaching practice
conducted in rural areas. If field experiences only occur after or at the end of training, there
are minimal opportunities for guidance and feedback about the teacher’s practice.It is
therefore important for field experiences to occur early and throughout the pre-service
training in an integrated manner that compliments other courses.
Teacher Educators/Trainers: In some countries, teacher educators/trainers have little or no
previous experience working as a teacher or supervising teachers. In addition, they often
receive no induction or professional development programmes to ensure the quality of their
instruction in the pre-service. These realities influence the quality of the courses in pre-
 service programmes, but strong support networks and training programmes for teacher
educators/trainers themselves can significantly improve the overall quality of pre-service
teacher training.
 
Inclusiveness and Equity
Teaching in large, multi-level, and under-resourced classes: Teachers are more likely to feel
confident and prepared to teach in large and under-resourced classes if they have training
modules or courses on effective teaching methods for such contexts, such as using small
groups and student pairs to enhance learning.In addition, some rural areas have multi-level
classrooms due to low population density. Pre-service teachers who may teach in these
schools should have training on how to adapt lesson plans for students of different ability
levels, including how to develop materials for independent study that engage learners.
Q.5 Expliciate the concept of student practice Teaching by focusing all the sequential
steps of pre service training.

1. One skill at one time:

Skills in microteaching are targeted one at a time. Training on particular skills are given until

it is mastered. Once mastered another skill is targeted next. Thus, micro teaching aims for one

skill at a time.

2. Small scale content:

Limiting the content gives more freedom and ease to the trainees. Thus, micro teaching is

based upon the principle of limited content. Teachers are to prepare their lessons within the

given content, therefore, it becomes easier for them to conduct their lessons.

3. Practice makes a man perfect:

Mastering skills require practice. While focusing on one skill at a time, micro teaching

program also gives an opportunity to practice those skills. Lots of practice can boost the self-

confidence and promote in development of teaching skills.

4. Experiments:

Experiments are the key factors in any concept. In micro teaching, many experiments are

conducted in order to test the skills of the teachers.

For example, the supervisors conduct experiments where the length of the lessons, time

duration, the strength of students in the class etc is changed. These skills are tested under

controlled condition.

5. Instantaneous feedbacks:

Micro teaching consists of teacher-pupil and supervisor as students. Once a session ends,

teacher-pupil and supervisors come up with their feedback. This feedback is given instantly

after the lesson plan ends. Thus, it helps in rectifying the drawbacks.

6. Self-evaluation opportunities:

Evaluation plays an important role in any task. In micro-teaching, supervisors conduct

various tests and thus there are several chances to analyze mistakes.

Evaluation gives an opportunity to understand the mistake and overcome it. This program

includes a session where drawbacks are pointed out along with their solution. Thus, overall

improvement becomes an easier target.

7. Continuous efforts:
Acquiring and mastering skills is a slow and ongoing process. Even after mastering a

previous skill, one should continually strive for betterment. Continuous efforts make it easier

to attain overall development.

Concept of Micro teaching:

Micro-Teaching is a special teaching practice model or teaching training method. In this

teaching context, there contains many actions like use of methods, usage of media, learning

guide, motivation, classroom management, assessment, analyzing and so on.

3. Lesson planning:

This step is the first action by the student-teacher. The trainee teacher
plans a short lesson through which he/she could practice the skill. This
microteaching lesson plan is done with the help of his supervisor.

4. Conducting lesson:

Once the planning is done, according to the targeted skill the pupil-teacher
teaches the planned lesson to the group of students. These lessons are
observed by supervisors and pupil teachers.

Further, they are videotaped, audio-taped, or televised through a CCTV

camera. These tapes are later used for self-evaluation as well.

5. Discussion and conclusion:

Once the teaching session comes to an end it is followed by a concluding
session. The concluding session consists of feedback from the supervisor.

During this session, the audio or video recording may also be displayed in
order to give an opportunity to evaluate oneself. Moreover, it also boosts
the confidence level of the trainee. It is the best way to reinforce the
trainee to work better the next time.

6. Re-planning:

Mastering a skill is an ongoing process. Thus, once the cycle of micro

teaching revolves, the process is repeated. This repetition involves the re-
planning of the lesson plan. The aim of this re-planning is to master the
skill mentioned earlier.

7. Re-teaching:

On completion of the re-planning of the lesson, it is again taught to

another group of students from the same class. The time duration is kept as
same as the previous class. This method contributes in practicing the skill
repeatedly.

8. Re-discussion:

At the end of the re-teaching session, the discussion and conclusion step is
repeated. These discussions and suggestions encourage the performance of
the trainee. Thus, the process of feedback is procured to enhance
performance furthermore.

9. Redoing:

After the end of every session, this cycle is repeated. The repetition is
continued until the required skill is mastered. This process is repeated
while attaining all the required skills.

KASHMIR ACADEMY

AIOU RESEARCH PROPOSAL

OR THESIS

B.ED PROJECT 8613

HIGHLY QUALIFIED TEACHER ARE AVAIALABLE

FOR STUDENT GUIDANCE

TOPIC SELECTION

RESEARCH PROPOSAL

AIOU ASSIGNMENTS

FAISAL FARID

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