8/3/2022

Assignment No 1 Semester 2nd Spring, 2022

Subject: Teacher Education in Pakistan

Course code: 8626

Programme: B. Ed (1.5 year)

Allama Iqbal Open University Islamabad

Submitted to:

Submitted by:

Roll no:
Question No 1 Discuss the instructional responsibilities of a teacher.
Highlight the role of teacher as ‘Nation Builder’.
 Introduction:
Teachers have a great deal of responsibility to maintain their classrooms with a
balance of firmness and compassion. There are wide range of tasks and duties that a
teacher has to perform in order to conduct a lesson successfully. Learning about these
roles can help you identify what teaching methods and practices best fit the needs of your
own classroom. In this article, we discuss a teacher’s responsibilities, review the seven
roles of a teacher, examine eight of their most important responsibilities and explore what
skills they need to succeed in their positions.
 Definitions:
“Teachers are the clever gardeners of the nation’s culture. They fertilize the roots of
The rituals and by their own labor. Irrigate them and convert them into power. The Real
builders of a nation are the teachers of that country.” (Maharishi Arvind)
The mainstay of education is the teacher. The teacher is not only the builder of the
Personality of the student but also the builder of the nation.
The embodiment of a nation lies in its citizens. In the development of a Nation, the
role of teachers is important. Because teacher is a person who shape The future of it’s
citizens.
Since time immemorial, the importance of a teacher has been praised only because Of
the knowledge imparted by him. Even today, teachers can shape the future of the country
by building the future of The students with the same devotion. The role of the teacher is
not limited to just Teaching the students.
Apart from education, it is the responsibility of the teacher to make the students
Aware of the responsibilities related to social life and to make them capable of Building
the society.
 What are a teacher’s responsibilities?
Teacher responsibilities can include preparing lectures, lessons and coursework to
educate their students about a specific subject or topic. Teachers can work at all academic
and age levels, from children to adults. They also gain employment at many institutions

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like schools, government agencies, community centres, client’s homes and research
facilities.
The responsibilities and duties of a teacher are likely to vary depending on the focus
of their classes, but most of them perform general tasks like assigning readings and
homework, grading projects and tests, and documenting academic and learning progress.
It’s a teacher’s responsibility to communicate well with their students and provide lessons
that are engaging and well-structured.
 The 7 roles of a teacher:
There are seven important roles to being a teacher, including:

1. The Controller:
As the controller, the teacher manages the classroom, decides what the students do
and determines what the overall etiquette is. It’s important for this teacher to assume the
role of authority figure, and by showing respect to their students, their students should
return respect back to the teacher and their peers. In this type of class dynamic, the
teacher is the centre of their student’s ability to make meaningful connections and gain
invaluable knowledge. It’s important to find the perfect balance between authority and
involvement in this role, so students feel comfortable enough to participate.
2. The Prompter:
As the prompter, a teacher gives their students more autonomy on how to take action
with their work. If a student shows confusion or has doubts, this type of teacher
encourages them to try and solve their problems in a constructive manner. Instead of
using a strict method of teaching, the teacher may simply prompt their students on what
to do and how to do it. They serve as more of a coach or guide to their students during the
learning and educational process. If the prompter gives their students an assignment, they
may only assist them when necessary.
3. The Resource:
As the resource, a teacher functions much like that of a library. What this means is
that the teacher makes themselves readily available in case their students need help, but
allows the students to complete most of their work individually. In this kind of teaching

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role, the teacher may request that their students partake in extracurriculars, seminars and
other classes. When their students are uncertain about a particular issue, the resource uses
their expansive knowledge to provide reassuring information to their students about a
specific topic or subject.
4. The Assessor:
As the assessor, a teacher determines how their students are doing or they may want
to assess if their performance has improved. In this role, the teacher may seek to provide
feedback to their students and provide organised correction in case there are performance
and academic mistakes. There are many ways that a teacher can assess the progress of
their students and help them grow as individual learners. However, it’s important for
assessors to communicate to their students with compassion, encouragement and support.
The primary goal is to improve the student’s self-worth and confidence in their learning
capabilities.
5. The Delegator:
As the delegator, a teacher delegates the responsibilities to their students and oversees
how well their class and students are functioning. This type of teacher doesn’t
demonstrate high involvement, but they aren’t less involved either. They simply provide
their students with ownership over their actions. Delegators primarily appear when
students are learning in group projects, activities or interactive class discussions. This
type of role is most effective in a class that teaches a subject that focuses on team
assignments or lab activities.
6. The Participant:
As the participant, a teacher improves the environment of their classroom when they
participate in activities with their students. This kind of teacher should be mindful of not
becoming too involved so that their students can learn how to perform the activity
successfully on their own. A participant understands how to encourage and engage their
students so they become more enthusiastic about actively learning the material. If the
teacher can balance interaction with supervision, then it can serve as an effective method
for teaching students how to take initiative.
7. The Tutor:

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 As the tutor, a teacher takes on a coaching role when students work on projects or
need to study alone. This type of teacher may act as a mentor by providing their students
with guidance or advice when they need help understanding an idea or getting their
assignments completed. Taking on the tutor role is efficient at offering individual
instruction and attention to students who may struggle to keep up with their peers.
It also helps the teacher to create a curriculum or assignments that align with their
students’ academic needs. A tutor type teacher has to make certain their student doesn’t
become too dependent on them for help.
 8 essential teacher responsibilities:
Here are eight important responsibilities to perform as a good teacher:
1. Creating lesson plans:
The lesson plans teachers create help students learn useful information and expand
their knowledge. Make certain to organise lesson plans and make them engaging for the
students. A balance of independent and collaborative coursework is ideal since students
learn how to work alone and with teammates.
2. Supervising students:
Supervising students helps a teacher to understand their specific needs and adjust
their teaching style accordingly. It’s important for keeping students focused on their work
and minimising their distractions. An essential element of supervising is to avoid
micromanaging so students gain some level of autonomy to work without constant
supervision.
3. Providing guidance:
When a student needs help, it’s the teacher’s responsibility to provide them with help
and guidance. A teacher should direct their students towards a positive objective and
offer them meaningful advice.
4. Forming connections:
Teachers should try to form connections with their students, as this demonstrates that
the teacher cares about their wellbeing and academic success. Students are usually more
receptive to teachers who can show that they understand their concerns. Healthy
connections can improve a student’s drive to succeed.

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5. Grading work and assignments:
Grading work is an essential responsibility for a teacher. This should be a fair process
that encourages students to do better. It is also an opportunity to show students how they
can improve on their mistakes.
6. Maintaining a positive environment:
A positive learning environment is important for students who need to obtain
knowledge. Making the space fun and engaging can help students feel safe to speak their
minds and share their ideas. It’s important to let students know their opinions are valid.
7. Encouraging independent thinking:
Teachers should strive to inspire their students to be independent thinkers. This
allows them to absorb information and come to their own conclusions and ideas. When a
student feels encouraged to think independently, they are more likely to take the initiative
and seek answers on their own.
8. Encouraging teamwork:
Teamwork is an essential part of learning and a teacher should demonstrate why
collaborating with their peers is so important. Teamwork can help students to complete
their assignments more efficiently and in a timely manner. The more they work with
others, the more comfortable they become completing group projects and other
collaborative work.
 Important skills for teachers:
The following are six essential skills that teachers need, including:
1. Leadership:
A good teacher needs the ability to lead their students. Leadership allows them to
manage their classroom by being both direct and respectful to their students. Students are
more likely to be receptive to their teachers when they respect them as well.
2. Organisation:

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 Organisation is important for teachers so they can help their students learn efficiently.
This means not only having the curriculum organised but also the classroom as well. It’s
also important so that the teacher can manage their time well.

3. Empathy:
A teacher needs empathy so they can recognise the concerns of their students.
Demonstrating empathy shows a student that you care about their feelings. It’s important
to help students feel emotionally understood in their learning environment.
4. Communication:
Communication is one of the most important skills for a teacher because they need it
in order to interact with their students. Knowing how to communicate in a way that their
students understand is essential to a healthy connection. Listening skills are essential to
successful communication as well.
5. Patience:
A good teacher needs to be patient when working with their students. This means
knowing how to stay calm and composed during challenging situations. A teacher who
displays patience can better manage how their classroom operates.
 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

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  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

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  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
 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

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  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

 Role of Teacher as a ‘Nation Builder’:

Teacher plays an important role in the mental development of the students. An
Accomplished teacher can develop the feeling of nationalism in the students
Through his teaching style.
The sense of nationalism, on the one hand, makes the students patriots and ideal
Citizens. On the other hand, it also develops national unity among the students.
The role of teacher in the development and building of the nation can be
Understood in the form of these key points:
(a) Developing the Inner Powers of the Child:
According to the famous
Educationist Froebel, “Education is such a process, which illuminates the inner
Qualities and powers of the child.” Only a skilled teacher can identify the inner
Qualities of the child and develop them. Without a teacher this work is not possible.
(b)Developing Personality:
According to Woodworth – “Personality is the name
Of a comprehensive characteristic of the whole behavior of an individual.” In the
Modern era, it is not enough to develop only the inner powers of the children.
The development of their external personality is also very important. Teacher plays
An important role in the development of internal and external personality of the
Children.
(c) To Awaken the Sense of Sociality:
Man is a social animal and it is the

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 Responsibility of the teacher to make him friendly to the society. It is the teacher
Who acquaints the individual with the ideals, values and humanities of the society.
What are the duties and rights of a person towards the society and how to use them
Properly, all these things are known only by the teacher.
(d)Control of Basic Tendencies:
Some basic tendencies are born in children. A
Teacher purifies those basic tendencies, guides them, and also works to control
Them.
This develops the personality of the child. The task of the teacher is to improve the
Basic tendencies of the child and motivate him to serve the society and the nation.
(e) Preparing for Future Life:
The teacher imparts education to the students in
Different subjects and professions. He makes his student capable, who after getting
Education, can discharge his duties towards family, society and country well.

 Reference:

Darling & Hammond, (2008). Improving teachers’ assessment practices through

professional development.
Howey. L., & Zimpher, C. (2003). Patterns in prospective teachers: Guides for
designing
pre-service programs.
Macdonald, J.A. (1995). Teaching to learn: An expert teacher’s quest for an equity
pedagogy. New York, NY: Teachers College, Columbia University

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Question No 2. Explain the Quranic concept of Teacher Education.
According to Islamic perspective which method of teaching should be
used?
 Quranic Concept of Teacher Education:
Islam is a complete code of life and it trained its followers in every walk of life, As
Teachers are the change agents, Islam trained its teachers through Quran and Hadith.
Islam mainly emphasize on character building so teachers’ training is also mainly based
On different aspect of life. There are some responsibilities of teachers that necessarily be
Inculcated among their students.
i. Forgiveness:
Allah (SWT) reminds us in the Holy Qur’an:
“It is He Who has sent amongst the Unlettered an apostle from amongst
Themselves to rehearse to them His Signs, to sanctify them, and to instruct Them in
Scripture and Wisdom, — although they had been, before, in Manifest error;–…”
(Q.LXII: 2)
It is written in the Holy Quran that “Show forgiveness, enjoin what is good, and
turn Away from the foolishness.” (Qur’an, 7:199) It is an advice for the Muslims or the
Believers that they need to forgive others. But has been observed that some teachers
Become too much harsh with their students when they do any kind of mistake, moreover
They do not forget any wrong action taken by the students and continue to treat them for
their wrong action. It should be their utmost duty to forgive their students if they do any
Kind of mistake. At another place in the Holy Quran it is said:
“And verily, whosoever shows patience and forgives that would truly be from The things
recommended by Allah” (Qur’an, 42:43)
It means that if we show patience and forgive others that could do the right action
being Expected by Almighty Allah. This means teachers need to show patience and they
need to Forgive their students in case if they do any kind of mistake they should not give
corporal Punishment to their students if their behavior is not up to the mark.
Teachers may imbed the habit of forgiveness among students. It happens in a
class that Students have conflicts with each on minor issues and they stop talking to each

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other, Show arrogance. AT this point teacher can guide them to forgive each other
because this Is Sunnah of our Prophet (SAW).
ii. Good Conduct:
Akhlaq is an Arabic term referring to the practice of virtue, morality and good
manners in Islamic Theology and Philosophy (Falsafah). It is most commonly translated
in English As; islamic behavior, disposition, good conduct, nature, temper, ethics, morals
or Character (of a person).
Akhlaq is the plural for the word Khulq which means disposition. “Disposition” is
that faculty (Malakah) of the soul (Nafs) which is the source of all those activities that
man performs Spontaneously without thinking about them. Malakah is a property of the
soul which comes Into existence through exercise and repetitive practice and is not easily
destroyed.
A particular disposition (Malakah) may appear in human beings because of one of
the Following reasons:
1. Natural and physical make up (Fitrah): It is observed that some people are patient
While others are touchy and nervous. Some are easily disturbed and saddened while
Others show greater resistance and resilience.
2. Habit (Ada): It is formed because of continual repetition of certain acts and leads to
The emergence of a certain disposition.
3. Practice and conscious effort: Which if continued long enough will eventually lead
To the formation of a disposition.
“Blessed is He in whose hands are the Kingdom – who is powerful over Everything –
who has created death and life, so that He might test you as to Which among you is good
in conduct.” (Al-Mulk 67: 1-2)
The above verse of the Holy Quran teaches us that our conduct should be very
good, if We want to get Almighty Allah’s favors or blessings. This verse teaches to the
teachers That they have to show good conduct in the institute premises, because teachers
are model for the students. Students try to copy their teachers. If teachers of any nation
will not Show good conduct then surely we cannot expect that nation will develop or get
progress In the world. For example: Teachers must teach their students to behave nicely

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with each Other. If there is a student who talks in a bad way with others or who does not
do respect Of elders and Youngers that it is the duty of teachers to guide him/her to adopt
proper Way. Teachers must inculcate in the students that this is basically our akhlaq
which Makes our personality. Being a teacher, it is the responsibility of teacher to
develop Personality of student as a whole.
iii. Humble Behaviour:
Humbleness is the opposite of arrogance, and is an attitude and behavior that
Allah and His Messenger (Peace and blessings be upon him) have commanded us to
have. It is also A great tool used to spread Islam to others.
The best way to achieve humbleness in the heart is contained in the Sunnah of the
Messenger of Allah (Peace and blessings be upon him), who prescribed many methods to
Teach his companions how to be humble. We ask Allah to help us all become humble
and Stay firm on that path.
“The true servants of the Most Merciful are those who behave gently and With
humility on earth, and whenever the foolish quarrel with them, that Reply with (words of)
peace.” (Al-Furqan)
The above verse of the Holy Quran gives us the message of mercifulness and
advises us That we should not treat foolish in the same way as they treat you. This means
that your Students sometimes behave in such a way which is not required then teachers
need to Teach them in humble manner. Because it has been found by the research
scholars that if, We treat students humbly, and then our response will bring change in
their behavior.
iv. Justice:
In the Islamic worldview, justice denotes placing things in their rightful place. It
also Means giving others equal treatment. In Islam, justice is also a moral virtue and an
Attribute of human personality, as it is in the Western tradition. Justice is close to
Equality in the sense that it creates a state of equilibrium in the distribution of rights and
Duties, but they are not identical. The Quran, the sacred scripture of Islam, considers
Justice to be a supreme virtue. It is a basic objective of Islam to the degree that it stands
Next in order of priority to belief in God’s exclusive right to worship (Tawheed) and the
Truth of Muhammad’s prophethood. God declares in the Quran:

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 “God commands justice and fair dealing…” (Quran 16:90)
“My Lord has commanded justice….” (Surat al-A ‘raf, 29)
This verse of the Holy Quran teaches us that there should justice in the society;
we should Not keep any kind of the discrimination in the society. This verse gives
message to the Teachers that they should have same measure for all of their students;
they should not use Different measures for different students, which indicate their
discrimination in the class. That could be one of the reasons for the students’ lack of
interest in their schools. Students will not like to go to that school or class where they
find injustice.
Example: Teachers must do justice at the time of doing student evaluation. They must
not Show biased attitude. It is very common that some students get affected due to
favoritism Of teachers.

v. Patience:
Patience (sabr) is a comprehensive virtue in Islam that encompasses perseverance,
Endurance, forbearance, diligence, and restraint. It is a characteristic of enlightenment
That develops in the heart of a Muslim.
“…and be patient. Indeed, Allah is with the patient.” (Al-Anfal 8:46)
In this verse of the Holy Quran the Muslims are asked to remain patient because
Allah Will help those who will show patience through thick and thin of their life. The
teachers Of present era need to inculcate this attitude in their behavior, when they go to
take their Class. They need to keep in their mind that students are children and as
children are not Grown up people any mistake could expected from them therefore they
need to be patient And sympathetic with their students in case if they do any mistake.
“And seek assistance through patience and prayer…” (Al-Baqarah 2:45)
This verse of the Holy Quran again teaches us patience and the believers are
advised to Seek assistance through patience and prayers. It means that teachers need to
pray if they Find any kind of difficulty in the practical life. They should pray for those

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students who Are not behaving as per the requirement in their classes; they should not
take the law in Their hand.
vi. Righteous Deeds and Advised Each Other to Truth:
“By time, indeed, mankind is in loss, Except for those who have believed and
Done righteous deeds and advised each other to truth and advised each other To
patience.” (Al-Asr 103:1-3)
The above verse of the Holy Quran has two messages for us, which are patience
and Truth. It means that we need to be truthful in our lives, we should not tell a lie as it is
not Right in the eyes of Almighty Allah. The above verse teaches us that those who do
wrong In the lives they will be in loss, means almighty Allah will treat them as per their
deeds.
“Only those who are patient shall receive their reward in full, without
Reckoning.” (39:10)
This verse of the Holy Quran gives us message of reward which will be awarded
to Those who will remain patient in their lives. This means that while teaching in the
classes If students responses are not as per the requirement then teachers needs to remain
polite With the students and should show patience and should let Almighty to do justice,
then Surely they will get reward as per promise of Allah with the mankind that reward
will be Unlimited.
“O you, who has believed, fears Allah and speaks words of appropriate Justice.”
(Al-ahzab 33: 80)
This verse of the Holy Quran gives message to the believers that they need to
keep fear of Almighty in all walks of their lives. They should keep justice in their lives,
should not let Injustice to prevail in the society. If we treat other with justice then our
action w we have Fear of Allah. Those who have fear of Allah are wise people. It means
teachers need to be Careful when they take any action during the duty time, if they do not
keep justice in their Class then their action will show that they do not have fear of
Almighty Allah.
vii. Fear of Allah:
One of the divine principles that Islam teaches people is to love Allah but to fear
Him as well. The believer should be connected to His Lord, whose bounties, grace And

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generosity are endless, with a great love and respect; he should think that His
Compassion and mercy surrounds everything, and he should not give up hope of Being
forgiven no matter what his sins are. Although the mercy, love and Compassion of Allah
are endless, he should not forget that his fury and torture is Severe and he should fear
Him and should beware of His punishment.
“O you, who has believed, fears Allah and be with those who are true.” (Al—
Taubah 9:119)
This verse of the Holy Quran is having something more for the believers and it
advised That they need to give support to those who are true. This means that we need to
be on the Side of righteous person, we should favor those who are doing wrong then
surely we will Get blessings of Allah.
Muslim teacher is able to deal with all types of situations of students, which are related
With their course contents as well as their routine life and guide them in an effective
Manner. Through this guidance the students could solve their problems of studies as well
As the problems of routine life. Due to many qualities in a Muslim teacher his demand
And fame is increasing with time.
Being a teacher, it is important to know that teachers are given some prescribed
Curriculum teach in a class but besides that there is always a hidden curriculum which
Must take the teachers along with prescribed curriculum then they will be able to develop
Personality of the individual as a whole.
We being a Muslim have faith that we will be accountable for our every action.
So, being A teacher we will be answerable for our all deeds being done in our profession.
This is the Reason that we should have fear of Allah. We should have firm believe that if
we will Commit anything wrong then Allah will punish us.
After such a long discussion, it is concluded that there are prescribed values for
Muslims To be followed. If teachers follow those values in professional life then they
will be Successful here and hereafter.
 The Methods of Teaching From Islamic Perspective:
The most important reason behind the effectiveness of the educational activities
carried Out by the Prophet (PBUH) was the truth of the content. But, the appropriateness
of style In presenting the content was also important. We should pay attention to “whom”

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and “how” the Prophet taught as well as “what” He taught. He had methods for teaching.
After such a long discussion principles and methods are suggested to use in our teaching:
 To identify the learners and organize the content appropriate to their level
 To be tolerant to learners
 To make them like what was being taught and to avoid their hating it or getting
Bored
 To arouse learners’ interest and to show that they need to learn the material
 To take the intelligence, spirit, emotions and physical state of learners into
Consideration and to design the teaching considering their needs
 To make learners participate actively by thinking, searching, and asking questions
 To make abstract concepts concrete by giving examples
 To have the most appropriate attitude, behavior, and talking style before learners
 To create activities to reinforce what is learnt
The Prophet was very sincere in teaching, its application in daily life. Demonstration
and Self-practice method was used. First practice by self then teach others.
Knowledgeable And experienced people were hired for teaching.
It is also a fact that the teachers assigned by the Prophet were good examples for people
With their mature personalities, attitudes and behavior and that helped the educational
Activities of the Prophet to be successful. This is accepted by modern education scholars
As well. Indeed, behavior sciences indicate that the teacher’s attitudes and behaviors
Influence the learners. The intellectual position, emotional reactions, habits, gestures and
Postures of the teacher affect the learner and play a role in shaping his personality. Most
Of the time the learner pays attention to the teacher’s approach to the subject rather than
What he says. Therefore, teachers play a significant role in classrooms as a model for
Students.
1. Teaching by Preaching, Advice and Commandment:
The basic method recommended in the Qur’an consists in preaching and advice. This
has The most influence on the child’s development from a religious, behavioral,
psychological And social point of view. The educators must understand that the

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sensitivity of the child to Preaching is great, since his heart is still innocent and not
corrupted. The Qur’an gives a lot of advice concerning learning.
“God commands justice, the doing of good, and liberality to kith and kin, And forbids
all shameful deeds and injustice and rebellion. He instructs you That ye may receive
admonition” (Qur’an: S.16; V. 90, Ali, 1946).
ALLAH Almighty made it the responsibility of Islamic society to bring up its
children By ordering them to do good and forbid them to do wrong: “Let there arise Out
of you a band of people who stand for all that is good, enjoining you to Do what is right
and forbidding what is wrong. They are the ones to attain Felicity” (Qur’an: S.3; V.104,
Ali, 1946). “Ye are the best of peoples, evolved For mankind, enjoining what is right,
forbidding what is wrong, and Believing” (Ibid, V. 110).
Preaching, advice and commandment means that students should not be pressurized
in Following anything. They should be reminded time by time in a soft way about good
and Bad, give tem advice how to adopt positive habits.
2. Teaching by Repetition (Tikrar):
Preaching needs to be supported by repetition. Whenever Allah’s messenger spoke,
he Repeated the words thrice, so that they might be fully understood. The student should
Count and measure for himself the amount of repetition he needs. The Qur’an
Recommended education through the persuasive approach of preaching and advice. This
Guidance can be done if the soul is pure, the heart is open, and the intellect is good. The
Educators must understand this as being most important in the education of children, and
Prepare the young ones for their psychological and social development, leading them
Towards behavioral and mental maturity.

This is true that repetition helps students in understanding concepts. Teachers

guide Students to repeat on daily basis whatever has been taught by teachers in class. A
single Reading of class work helps students to understand that topic. Teachers as well as
parents Must emphasize and help their children to give at least one reading of the class
work at Home.
3. The Narrative Method:

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 Another very effective method of teaching is the narrative style. This consists in
Telling a story, thus making long-lasting intellectual impressions on the listener by The
liveliness, the conclusion and the message of the narrative. The Qur’an uses this Style
especially in the stories of the apostles and their peoples. The Qur’anic stories Include
psychological evidence of the power and the comprehensiveness of Islam:
“God granted his messenger Muhammad the best of stories and gave him the best Hadith
so that the people would have an oracle and lesson, and the Prophet would Have
resolution and stability” (‘Ulwan, 1994, Vol.2, pp. 661-669).
The educational Characteristics of the prophetic stories are their ability to draw
the reader in and Catch his attention like stories of Harun al-Rashid, the Caliph and al-
Asma’i and the Tale of Yahya and that of Dhu al-Qarnayn, who is represented on his
coins with two Horns on his head because he considered himself a son of Jupiter Ammon
(who had The horns of a ram) (Muruj ad-Dahab, 1989, Vol. 1, pp. 249-250).
An-Nahlawi (1979, pp. 210-217) explains the educational character of the Qur’anic
And prophetic stories by the fact that the story draws the reader in, arrests his Attention
and makes him think what the story means. The reader or the listener Follows the story
and is impressed by its characters and themes, the role of which is To impart to him new
knowledge and a sterling moral education.
4. The Dialogue Method;
Another method used by medieval Muslim teachers is the dialogue. This is a
Conversation with the pupils, during which questions are asked to the purpose of
Drawing their attention and triggering their intellect. The usefulness of posing Questions
(debate) and discussing is greater than the usefulness of sheer repetition, Since in this
there is repetition and one more element. It is said: posing questions (debate) for an hour
is better than a month of repetition” (Ahmad, 1989, p. 140).
Several ways exist to make the dialogue interesting: a) Arousing emotions and
Feelings is possible by introducing the subject in a lively and realistic way. B) Enticing
the learner to follow the discussion so that he will know the conclusion.
The interrogative dialogue is one of the successful ways to persuade some of the
Intellectuals to enter Islam. This method to be a successful and most emulated one. It is
very persuasive and forces the rival to accept the proofs offered to him. This Method,

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also utilized in other religious scriptures, such as the Bible and the Buddhist texts, has
been brought to perfection by Qur’an teachers in the medieval And pre-medieval eras. It
consists in approaching a new topic through an example Close to the learners’
comprehension or within their range of experience, by setting A parable or, in other
words, drawing a comparison. The Messenger used this Method and the word “parable”
literally means “example” or “comparison”.
So, there is no doubt that the impact of classroom dialogue has propelled its way to
The forefront of modern teaching discussions. Our pupils are more able to make Sense of
basic information when we implement binary teaching and ‘instructive’ Methods. It is
through these pedagogies that we enable our students to create and Establish relevant
synaptic pathways to store the information given. Of course, it is Not always stored
effectively or accurately and we may need to repeat this process Numerous times for this
to occur in all our classes. We may also blend this binary View of teaching – teacher led
pedagogies – with numerous memory-based Approaches to strengthen these pathways.
This enables our pupils to have the Knowledge groundwork for further application.
5. Method of Teaching by Setting Parables:
The parable is a kind of metaphor, like the use of a “donkey” to symbolize a trivial
And disgusting creature which carries huge tomes (heavy books) on its back but Does not
understand them. This comparison has been used in the Qur’an where it Stands for people
who falsify the signs of God. They merely became like beasts of Burden that carry
learning and wisdom on their backs but do not understand or Profit by it. The Qur’anic
description is: “The similitude of those who were Charged with the (obligations of the)
law, but who subsequently failed in those (obligations), is that of a donkey which carries
huge tomes (but understand them Not). Evil is the similitude of people who falsify the
Sign of God: And God guides Not people who do wrong” (Qur’an: S. 62 (Jumu’a); V.
5, Ali, 1946). The special Theme here is the need for mutual contact in the community
for worship and Understanding: for the spirit of the Message is for all, ignored and
learned, in order That they may be purified and may learn wisdom (Ibid, p. 1544).
The Messenger of God took the Qur’an as an example for his own conduct, and his
Morality was that of the Qur’an. His companions took him as an example in Response to
God’s saying. This method of acting as a role model is one of the most Successful ways

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of approaching Islam education with all its factors, styles and Aims. The Prophet also
advised talking to the people according to their level of Intelligence. This is a modern
educational issue, putting the student in the center of The learning situation and giving
him the leading role. The curriculum has to be Built around the students’ needs and
interests. It is therefore clear that the parables Were not a mere artistic work, but had
educational and psychological aims. He Educator should achieve these aims by relying
on Qur’anic parables for everyday Situations and school activities, and by commenting
on them by a description of Their social and behavioural results. These parables help to
better understand the Meaning of the commandment, to cultivate divine emotions, and to
train the mind In correct thinking and sound logical reasoning. In Islamic education,
setting an Example is a most successful method in teaching others. The teacher must set
an Example by making his actions agree with his precepts. In connection with this, the
Prophet set an example in several fields, such as good morals, worship, generosity,
Modesty and clemency.
6. Method of Teaching Through Practice and Application;
Teaching by the method of application affects the soul and confirms knowledge.
Activities and practices are strongly and reciprocally connected with all the Elements of
learning. Learning activities cannot be separated from content, aims And motivation,
because activities result from motivation and lead to it. Activities Can cure laziness and
stave off boredom. They are not conditions that lead to Learning; they are learning in
itself and form part of its aims and targets. Thus, Comprehension activities are not
different from comprehension but are Comprehension itself. Learning is working, as
activities are learning. Lectures Should be replaced by class exercises in which there is a
large share of student Participation (Knowles, 1986, p.37). Learning by practice and
application was Already for the medieval teacher a condition for accurate learning and its
Acceptance by God. The students see the things that they learn in a more detailed Way.
Quoting Abu Hanifa: “The purpose of learning is to act by it, while the Purpose of action
is the abandoning of the perishable for that which lasts forever” (Ahmad, 1979, p. 91).
This means that the teacher must educate students to achieve In life the principles learned
from teachers. For this purpose, teacher should ask Them questions about real life and
make sure they apply the received education in Their individual and social life. The

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Prophet’s methods of teaching included the Practice and repetition. He used to pray while
standing on the rostrum and his Companions prayed after him. This was an example of
the modeling and practicing Method. An example of learning by “application” and
“practice” is given by the Way the Prophet’s companions learned to perform ablution and
corrected each Other. The books of Hadith quote some of these methods. According to
the Tradition, the learner must repeat the reading after hearing it, so that the teacher can
Correct him if he makes a mistake. The practical and actual side of the educators’ Work
should be more important than the theoretical one. Pupils must grow up with Practical
thinking, which makes them like their work and respect other workers.
7. Dictation Method;
A further method of teaching emphasized in Islam is the dictation. This consists in
Bringing up the child to have noble traits and morals. A good environment and an Islamic
education will give the child the highest of spiritual virtues and personal Noble traits.
This was stressed in more than one Hadith: “It is better for someone to Educate his son
than to give a measure of charity”. “The best thing that a father can Give his son is good
manners”. “Teach your children and family goodness and give Them good manners” (at-
Tabrizi, 1990, Vols. 1, 2). For further detail you may read “Education and Methods of
Teaching in Islam in the Era of Az-
Zarnooji”http://www.qsm.ac.il/arblanguage/docs/majalla/3+4/eng=2=kalid.pdf
In Pakistan, we now experience an unprecedented attention to critical thinking. Our
Teachers now realize that teacher’s correct perception of teaching methods has a key role
In students’ disposition to critical thinking.
There are many successful teachers using different methods and approaches in
Pakistan. Many of the most successful teachers do not confine themselves to a single
method, but Synthesize from a variety of methods. If there is a single unifying
characteristic then it is Probably the ability of successful teachers to establish rapport
with their students. Every Teacher develops a particular way of going about the complex
task of teaching.Teaching methods are very critical in educational improvement in
Pakistan. The way Teacher introduces a topic, raises question, makes assignments- all
these and hundreds of other behaviors together make up a teacher’s classification by
researchers, colleagues, And students. Traditional teaching style is described as a teacher-

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directed approach while In transitional style, both teacher and students are expected to
assist each other during the Teaching and learning process. The logical and proper
relationship and friendship of Teachers’ ratio with their students’ achievement and
retention of learning should be Considered too.
If we are to improve our education system in Pakistan to make it at par with the
world, Our teachers must realize that teaching methods are an important aspect of
teaching and Learning. They determine the activities of teachers and students, the quality
of the Teaching process, implicitly sending a message about what teaching is, how
children Learn, what knowledge is. In accordance with contemporary conceptions of
teaching Methods made the thesis of the plurality teaching methods and the need for
more Balanced use of different teaching methods. In addition to the thesis of the plurality
of Teaching methods, current evidence suggests that teaching methods and their function
is Achieved only in the specific context. This opened up a different insight into the
Understanding of teaching methods and their impact on the quality of teaching. From the
Perspective of Pakistan the analysis method of application of teaching methods in the
Context of the teaching process can lead to a deeper understanding of the quality of
Students’ knowledge, the work of teachers, etc. and understanding of the educational
Function of the method in the present context.
Teaching methods are very important and can enhance or prevent teaching
effectiveness. However, no method can be recommended for every context. Different
methods are Appropriate for different contexts. Furthermore, teaching methods are only
one Component of the many that interact and are entangled in a teaching event. Amongst
Others are: the commitment of the teacher; the physical and psychological conditions of
The teaching space; the commitment of the learners; support of caregivers and parents;
the Relationship between the curriculum and the interests and needs of the students.
Finally, it Must always be remembered that learning is a process. The teaching method
that our Teacher may choose at any one time depends first and foremost on the level of
students That the teacher is dealing with. Are they pre-schoolers, primary, secondary or
higher Education learners? Secondly are they adults or not? Thirdly, and perhaps more
Importantly, the choice of a teaching method will also depend on teacher’s aim or goal or
Objective – whether teacher wants to impart knowledge? Does the teacher wants to

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enable Learners to acquire a skill or a competency of some kind? Doer the teacher wishes
to Change an attitude in the learners? Finally, the choice of a teaching method will also
Depend on the subject matter that the teacher is handling.
We see certain disciplines are better taught using certain techniques and methods.
Nevertheless, it is important to consider what is allowable in our environment in terms of
Resources and the variety of methods that we have at our disposal.

 Reference:
 Kazmi, Yedullah. (1999) The Notion of Murabbi in Islam: An Islamic
Critique of Trends In Contemporary Education. Islamabad: Islamic
Research Institute, International Islamic University Islamabad (Pakistan).
 Mayusoh, Mirfat. (2008). Ethical model of Islamic Studies Primary Schools
Teachers in Narathiwat Province as Perceived by Administrators and
Islamic Studies Teachers.
 Unpublished Master Thesis, Prince of Songkla University, Pattani.

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

training in the Professional Development of a Teacher.
 Introduction:
Professional development for teachers refers to the learning opportunities of teachers
that aid them in improving their teaching methods, acknowledge their strengths and
weaknesses, and work on improving them so that they can become better professionally.
There are two phases of professional development for teachers which include the pre-
service phase and the in-service phase. The pre-service phase of professional
development occurs before the individuals get employed and become professional while
the in-service phase occurs after the individual gets employed and becomes a professional
teacher.
There is increasing and strong interest among governments, institutions, International
agencies and teachers in the use of open and distance education Methods and
technologies for initial training and continuing professional Development for teachers.

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The last decades have seen considerable growth in the Number and diversity of distance
education programmes, and the integration of Distance education with traditional
provision and new initiatives using information And communication technologies (ICTs).
These trends are prompted by the need to Meet teacher shortages and the demand for
more continuing education for teachers In a changing world.
Teachers face a widening range of demands everywhere, for example:Teachers
throughout the world are experiencing an unprecedented transition in Their role and
status and demands on them are becoming increasingly multi-Faceted… Many teachers
do not have the training or experience to cope with This changing role (European
Commission, 2000: 40).
Unfortunately, the high expectations and growing demands on teachers tend to Run in
parallel with low status, low pay and poor working conditions: ‘teachers are at The heart
of the education revolution, but many feel under siege… their diminished status is a
worldwide phenomenon’ (UNICEF, 1999: 39 in Robinson & Colin, 2003).
The situation of teachers had reached what the International Labour Organisation
Described as ‘an intolerably low point’, because working conditions had declined
(UNESCO, 1998: 38). Many qualified teachers leave teaching for more attractive
Careers, new graduates are not attracted to teaching, and recruitment into teacher
Training draws lower-qualified entrants as teaching becomes an occupation of last
Resort.
The educational level on entry to teaching varies widely. Though the
Recommendations Concerning the Status of Teachers (UNESCO & ILO, 1966)
Proposed the completion of secondary education as a minimum entry standard, this Has
not yet been achieved worldwide. A typical primary school teacher in one Country may
have a master’s degree and postgraduate teacher training and teach in a Well-resourced
school with small classes- good pay, a well-defined career path, and Access to a choice of
staff development opportunities and professional communities Of teachers. While in
another, a primary school teacher may have completed primary Education only, be
untrained as a teacher, have two jobs (teaching plus farming, Trading or private tutoring),
or teach in a poorly resourced school in a remote area With little job security, and no
career ladder in teaching and little opportunity for Professional development.

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 In Nigeria, unqualified teachers have been a necessity. Nigeria’s considerable
Achievements in the expansion of Universal free Primary Education in 1976 (UPE) And
Universal Basic Education (UBE) in 1999 had resulted in part for the use of Unqualified
teachers for the former, though these have now been phased out as Planning goals start to
shift from quantity to quality. The minimum entry to teaching Profession is Nigeria
Certificate in Education (NCE). Many of the issues about the Quality of teachers and
teacher training are linked to problems of supply and Demand, shaped by specific
circumstances. Nigeria has too few qualified and trained Teachers.
Attempts to solve problems of shortages have included searches for new Untapped
sources of potential teachers, emergency training schemes and increased Use of para-
professional teachers. Hence, the need for this paper.
 What is In-Service Training?
For the purposes of this paper, in-service training is defined as a workshop for
Employed professionals, paraprofessionals and other practitioners to acquire new
Knowledge, better methods, etc. for improving their skills toward more effective,
Efficient and competent rendering of service in various fields and to diverse groups Of
people. Further, such a workshop is a training designed to benefit a specific group Of
teachers at a particular school. A good in-service training should, via workshop Trainees
and improve the quality of programming for the development of teachers in Service.
 What is Professional Development of Teachers?
This refers to skills and knowledge attained for both personal development and
Career advancement. Professional development encompasses all types of facilitated
Learning opportunities, ranging from college degrees to formal coursework, conferences
and informal learning opportunities situated in practice. It has been Described as
intensive and collaborative, ideally incorporating an evaluative stage. There are a variety
of approaches to professional development, including Consultation, coaching, and
communities of practice, lesson study, mentoring, Reflective supervision and technical
assistance Student achievement is linked to numerous factors, but quality teachers are one
Of the most important components of student success. If school teachers do not have The
tools they need to teach students effectively, their students will suffer. To teach
Effectively, teachers need access to ongoing teacher professional development. This

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Professional development enables teachers to improve their own education through
Seminars, workshops, and classes.
Through teacher professional development, teachers learn new teaching Strategies to
improve the quality of instruction. This allows them to make changes in The way they
teach their students, incorporating innovative teaching methods in the Classroom. It
teaches them how to work with a variety of learning styles, since not All students learn
the same way. It also helps teachers change their day-to-day Teaching methods,
encouraging them to accept new methods based on accurate Education research.
 What should be the principles for professional development?
Principles for Professional Development should:
 Ensure depth of content knowledge.
 Provide a strong foundation in the pedagogy of particular disciplines.
 Provide more general knowledge about teaching and learning processes, and about
schools and institutions.
 Reflect the best available research.
 Contribute to measurable achievements in student learning.
 Expect teachers to be intellectually engaged with ideas and resources.
 Provide sufficient time, support and resources to enable teachers to
Master new content and pedagogy and integrate these into their practice (American
Federation of Teachers, 1995).
 What can the various media, technologies and ICT contribute to
teacher Training?
Impact of ICTs in Distance Education to Teacher Professional Development The
UNESCO (2002) report identifies four different functions of information And
communication technologies (ICT) in ODL teacher education:
 As an aid to distribution of materials;
 As a means of affording two-way electronic communication;

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 Through networked computers which allow access to the internet and multi-Way
communication; and
 As a means of diversifying into resource-based, self-accessed teacher Education. N
many countries it is shown that without appropriate pre-service teacher Training
(PRESET) and in-service education and training (INSET), ICT will Never play a
central role in educational renewal and innovation.
 In-service Phase of Professional Development:
The in-service phase of professional development includes the following:
I) Interpersonal Skills:
Interpersonal skills to communicate effectively not only with learners but with
other teachers and staff are necessary. Training in improving one’s interpersonal skills is
therefore necessary and this can be achieved through in-service professional
development.
II) Professional Certification:
These days, it is mandatory for teachers to hold a professional certification of
teacher training so that they can be eligible to practice the profession and be more aware
of the things they need to consider when teaching. Professional development, hence,
allows teachers to obtain professional certifications.

III) Leadership Skills:

Having leadership skills is extremely necessary for teachers because they must be
able to have a command over the class. Professional development enhances the
leadership skills of teachers.
IV) Class Management Skills:
Professional development enables them to manage the classroom more efficiently
through training and activities that train them to manage a huge group of people.
V) Communication Skills:
Teachers must communicate frequently to teach their subject effectively but it is
equally important to interact with students and ensure they are understanding what is

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being taught. For this, a teacher should have good communication skills and professional
development can improve their communication skills.
 Pre-Service Teacher Training (PRESET) in ICT:
At the PRESET level, teachers clearly need to master the core technical Knowledge
and skills, this means knowledge and skills to:
 Use computers and managing files,
 Do word processing,
 Create spreadsheets,
 Use a database,
 Create a presentation, and
 Understand basic information and communication technology.
This technical training is often provided in PRESET but is not always a Requirement for
teacher certification.
 In-Service Education and Training (INSET) in ICT:
Serving teachers need to be familiarised not only with the technology but with:
 The teaching and instructional design skills that will enable them to help Their
pupils engage in constructivist thinking, experimentation, problem-Solving and
learning linked to real life situations;
 How to exploit collaboration tools such as weblogs, wikis, podcasts, Flickr And
YouTube so that pupils can create, adapt and share content, discuss Issues and
support one another’s learning;
 The use of e-assessment – that is, not only using ICT for true/false, multiple
Choice or fill-in-the-blank testing, but also assessing pupils’ abilities in self
Directed study, information retrieval, analysis, synthesis, problem-solving And
creativity; and
 The use of e-portfolios – that is, creating multimedia records of pupils’ Efforts,
achievements and reflections on learning for the purposes of Conducting

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 formative assessment, showcasing pupils’ best work and Conducting summative
assessment (Kheng et al., 2000).
 ICTs that Facilitate the In-Service Training of Teachers:
The major types of ICT products currently being studied by teachers include:
 Tutorial software and simulations for knowledge transfer; and conceptual
Development;
 Email and conferencing software for communication support;
 Groupware and other tools for collaborative learning;
 Concept mapping and other tools for conceptual manipulation;
 Software for access to educational databases;
 Specialized computer-based tools for subject areas such as mathematics and
Technical drawing;
 Software for testing and assessment; and
 Different forms of web-based resources (Collis, 2001). There are widespread
examples of the use of ICTs for this purpose. They are as Follows:
a) Virtual Workplace:
This is video-conferencing and web-based technologies For synchronous and
asynchronous interaction between pre- and in-service teachers. It aims to enhance
pedagogy in teacher training, student teachers’ learning in their Undergraduate studies
and teaching practice, and teachers’ supervision or mentoring Of the students.

b) Telematics for Teacher Training (T3):

This aimed to enhance primary and Secondary teachers’, teacher trainers’ and
librarians’ professional development and it Encourage teacher-trainers to adopt ICT. It is
a web-site providing resources for Teacher trainers and modelled best practice in site
design (Moonen & Voogt, 2001).
c) The Virtual Teachers Centre:
It is Teachers Online project, which allows Teachers to link electronically to learn
about others’ work, create a virtual community Of practice, sharing ideas through live

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chat, and access and share a variety of Learning and teaching resources and links to other
sites. (Moonen & Voogt, 2001).
 Pre-service Phase of Professional Development:
The pre-service phase of professional development includes the following:
i) Base Knowledge:
In this phase, individuals gain basic knowledge about teaching and the principles
that guide the profession.
ii) Theoretical Knowledge:
Individuals gain more theoretical knowledge in this phase than practical
knowledge as opposed to the in-service phase.
iii) Technical Skills:
In this phase, potential teachers learn how to use various technical skills such as
computers, creating spreadsheets, presentations, and the like.
iv) Psychology:
In this phase, potential teachers have to touch on psychology to understand the
cognitive functioning of children.
v) Lesson Plan:
In the pre-service, potential teachers also train on how to create lesson plans so that
they can be fully prepared for the topic they have to teach.

 Reference:

 ActionAid (1996): Education Sector Strategy Paper 1996-8. Bangalore:

ActionAid.

 Amadi, M. N. (2010): Current Issues and Trends in Nigeria Higher

Education. Course Material Written for B.Ed and M.Ed Student, pp. 98 – 99.
Lagos: VITAMED Publisher.

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  American Federation of Teachers (1995): Principles for Professional
Development. Washington, DC: AFT.

Question No 4. Discuss the prevailing structure of Teacher Education in

the Country. What measures should be taken for its improvement?
 Need of Teacher Education:
The American Commission on Teacher Education rightly observes, “The quality of a
Nation depends upon the quality of its citizens. The quality of its citizens depends not
Exclusively, but in critical measure upon the quality of their education, the quality of
their Education depends more than upon any single factor, upon the quality of their
teacher.” In His Call for Action for American Education in the 21st Century in 1996,
Clinton indicated That:
“Every community should have a talented and dedicated teacher in every Classroom.
We have enormous opportunity for ensuring teacher quality well Into the 21st century if
we recruit promising people into teaching and give Them the highest quality preparation
and training”.
The need for teacher education is felt due to the following reasons;
1) It is common knowledge that the academic and professional standards of teachers
Constitute a critical component of the essential learning conditions for achieving the
Educational goals of a nation. The focus of teacher preparation had to shift from
Training to education if it had to make a positive influence on the quality of
Curriculum transaction in classrooms and thereby pupil learning and the large Social
transformation. The aspects that need greater emphasis are;
 The length of academic preparation,
 The level and quality of subject matter knowledge,

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  The repertoire of pedagogical skills that teachers possess to meet the needs of
Diverse learning situations,
 The degree of commitment to the profession,
 Sensitivity to contemporary issues and problems and
 The level of motivation.
This is not possible if teacher preparation focused only on training. Holistic teacher
Building is necessary and therefore teacher education needed more emphasis than Mere
training.
2) Educating all children well depends not only on ensuring that teachers have the
Necessary knowledge and skills to carry out their work, but also that they take
Responsibility for seeing that all children reach high levels of learning and that they
Act accordingly.
3) People come to teacher education with beliefs, values, commitments, personalities
And moral codes from their upbringing and schooling which affect who they are as
Teachers and what they are able to learn in teacher education and in teaching.
Helping teacher candidates examine critically their beliefs and values as they relate
To teaching, learning and subject matter and form a vision of good teaching to guide
And inspire their learning and their work is a central task of teacher education
(Fieman-Nemser, 2001).
4) The National Academy of Education Committee‘s Report (Darling-Hammond and
Bransford, 2005) wrote that: On a daily basis, teachers confront complex decisions
That rely on many different kinds of knowledge and judgments and that can involve
High stakes outcomes for students’ future. To make good decisions, teachers must Be
aware of the many ways in which student learning can unfold in the context of
Development, learning differences, language and cultural influences, and individual
Temperaments, interests and approaches to learning. In addition to it, teachers need
To know how to take the steps necessary to gather additional information that will
Allow them to make more grounded judgments about what is going on and what
Strategies may be helpful. More importantly, teachers need to keep what is best for
The students at the centre of their decision making.

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5) Teacher education like any other educational intervention, can only work on those
Professional commitments or dispositions that are susceptible to modification. While
we can‘t remake someone‘s personality, we can reshape attitudes towards The other
and develop a professional rather than a personal role orientation towards Teaching as
a practice.
6) The Ministry of Education document Challenge of Education: A Policy Perspective
(1985) has mentioned, Teacher performance is the most crucial input in the field of
Education.
Whatever policies may be laid down, in the ultimate analysis these have to be
Implemented by teachers as much through their personal example as through teaching
learning processes .Many developing countries has reached the threshold of the
Development of new technologies which are likely to revolutionize the classroom
Teaching. Unless capable and committed are teachers in service, the education system
Cannot become a suitable and potential instrument of national development.
 Scope of Teacher Education:
The scope of teacher education can be understood in the following ways;
 Teacher education at different levels of education
 Triangular basis of teacher education.
 Aspects of teacher education

I) Teacher Education at Different Levels of Education:

Teacher education influences teachers at all levels of education, namely
Preprimary, Primary, Elementary, Secondary, Higher Secondary and the Tertiary. The
needs and Requirements of students and education vary at each level. Hence level and
stage-specific Teacher preparation is essential. Teacher education also helps in the
development of Teaching skills in teachers of professional institutions. The teachers in
professional Institutions have only the theoretical and practical knowledge of their
respective subjects.

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They require specialized teacher training inputs to deal with students entering their
Professions. Teacher education also impacts special education and physical education.
Thus where there are teachers, there would be teacher education. The knowledge base is
Adequately specialized and diversified across stages, in order to develop effective
Processes of preparing entrant teachers for the functions which a teacher is expected to
Perform at each stage.
II) Triangular Basis of Teacher Education:
Construction of the relevant knowledge base for each stage of education requires
a high Degree of academic and intellectual understanding of matter related to teacher
education At each stage. This involves selection of theoretical knowledge from
disciplines cognate To education, namely, psychology, sociology and philosophy, and
converting it into forms Suitable for teacher education. Teacher education derives its
content from the disciplines Of Philosophy, Sociology and Psychology. These disciplines
provide the base for better Understanding and application of Teacher education.
The Philosophical basis provides insights to the student teachers about the
implications Of- the various schools of philosophy, ancient and modern philosophical
thoughts, Educational thoughts of philosophical thinkers on education and its various
aspects such As curriculum construction and discipline. The Sociological basis helps the
student Teachers to understand the role of society and its dynamics in the educational
system of a Nation and the world at large. It encompasses the ideals that influence
national and International scenes.
The Psychological basis helps the student teachers develop insights into students’
Psychological make-up. This enables the student teachers to understand their self, their
Students and the learning situations such that they are able to provide meaningful and
Relevant learning experiences to their students.
III) Aspects of Teacher Education:
Teacher education is concerned with the aspects such as, who (Teacher Educator),
whom (Student teacher), what (Content) and how (Teaching Strategy). Teacher education
is Dependent upon the quality of teacher educators. The quality of pedagogical inputs in
Teacher education programs and their effective utilization for the purpose of preparing
Prospective teachers depend largely on the professional competence of teacher educators

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 And the ways in which it is utilized for strengthening the teacher education programme.
Teacher education, thus, first deals with the preparation of effective teacher educators.
Teacher education reaches out to the student teachers by providing the relevant
Knowledge, attitude and skills to function effectively in their teaching profession. It
Serves to equip the student teachers with the conceptual and theoretical framework within
Which they can understand the intricacies of the profession. It aims at creating the
Necessary attitude in student teachers towards the stakeholders of the profession, so that
They approach the challenges posed by the environment in a very positive manner. It
Empowers the student teachers with the skills (teaching and soft skills) that would enable
Them to carry on the functions in the most efficient and effective manner. Teacher
Education therefore pays attention to its content matter.
 Proposed Structure and Curriculum of Teacher Education:
 A Proposed Framework for Teacher Education
A systemic response is needed to address teacher education and teacher practice in
Pakistan. The framework for addressing issues of teacher education comprehensively
Must have three concurrent dimensions:
1. Measures which address teachers competence, motivation and opportunity (Poston
2004 )
2. Policy and institutional provisions across schools, district, provincial and national
Levels.
3. Supporting shifts in curriculum and practice (both pre and in-service).
Competence, motivation and opportunity in terms of what the teacher ‘cant’ ‘want’
and ‘could’ do must be iteratively addressed and integrated with the policy and
institutional As well as in curriculum and practice dimension.
I) Policy on Teacher Education:
1. The policy on teacher education both pre and in-service needs to be long term,
Embedded in a vision, set of criteria, strategies and operational procedures which
Are inclusive, provide scope for elevating teachers status and provision of
authority For local level flexibility in decision making.

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2. A systematic institutional provision must be made to include ‘Voices of teachers’
In the policy making processes through a regular and formal social dialogue
forum At the provincial and national levels, providing space to professional
associations And experts. In the MoE position paper on teacher education (2004),
a suggestion Was made to set up a National Teacher Education Forum (NTEF) for
policy inputs To be managed by the Curriculum and Training Wings of the
Ministry of Education. This proposal needs immediate implementation with
proper Representation of stakeholders. This demand has been reiterated by
teachers in a Recent initiative to capture teachers’ voices of courage and concern
at the World Teachers Day 2004.
3. A robust and credible database on teachers needs to be established within EMIS at
National and sub-national levels for information on pre-service and in-service
Profiles, disaggregated by level, subject, gender and location. This database must
reflect both government and non-state providers. Such a database will help in
Evidence based policy making, planning and financing. It would also help to
Monitor PRSP indicators.
4. Research on teacher education programs (pre-and in-service), practice in the
Classrooms and student achievements must regularly feed back into theory to
Provide regular objective evidence for iterative policy refinement, reflection and
up Gradation. Universities and their Institutes of Education Research (IER) may
be Contracted for this exercise by the Ministry and Departments of Education.
5. A policy provision for links between basic/school education and higher education
Must be made along with financing arrangements. This will ensure a steady
source Of supply of specialist teachers for mathematics, science, social studies, IT
and Language, particularly for secondary education. Teachers can thus be
mobilized Through tertiary institutions with some supplementation in pedagogical
methods. Current initiatives of indigenous scholarship programs funded by
USAID and GoP In universities can be tapped by school education in the true
spirit of sector wide Approaches of ESR. The Higher Education Commission

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 (HEC) and the Ministry of Education as well as the provincial departments of
education can collaborate Towards this end.
6. The policy must create space for addressing the status of teachers through their
Professional standing, certification protocols as well as through benefits and
salary Packages which illustrate the critical importance of an active frontline
change agent To implement education reforms and transform education practices.
7. Incentive programs need to be instituted for teachers which are monetary and non-
Monetary in order to address the crisis of teacher placement in rural and distant
Areas. This can be overcome through attractive packages of support including
Transport and residential options, particularly in rural areas.
8. Resource allocations for teacher education need to be revisited through a
Systematic trend exercise to capture evidence on allocation patterns and inform
Policy. The work should focus on designing new resource templates for teacher
Education (pre and in-service) and to revise the financing requirements for this
Critical area of human resource development. Such an exercise should be
Undertaken jointly with interested development partners who would be willing to
Support the Government of Pakistan for future initiatives in financial realignment
for teacher education. The teacher education degree programme of secondary
School teachers (subject teachers) includes one major subject (at least 120 ECTS)
Plus a Master’s thesis in their own academic discipline. In addition, they must
Complete one or two minor subjects comprising at least 60 ECTS in one subject.
Subject teachers receive instruction in research methodology and research in their
Subjects as a part of subject studies. They also become familiar with education
and Research in education in pedagogical studies (60 ECTS) The main elements
of Teacher education curriculum for secondary school teachers consist of studies
in:

 Academic Disciplines:
These can be whatever disciplines are taught in schools or educational institutions or
in Science of education. Academic studies can be a major or minors depending on the
Qualification being sought. The typical academic disciplines of secondary school teacher

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Education are: - foreign language, - mathematical sciences including mathematics,
Physics and chemistry, computer science/computer technology, - mother tongue (Finnish
Or Swedish), - biology (botany, zoology and genetics) and geography, - social sciences
Including history and economics, - religion and philosophy, - home economics, - textile
Handicrafts, - technical handicrafts/technology, - arts and music y – sports
 Research studies, consist of methodological studies, a BA thesis and a MA thesis.
 Pedagogical studies, (min. 60 ECTS) are obligatory for all teachers. They also
Include teaching practice and orientation to research in education.
 Communication, language and ICT studies are also obligatory.
 The preparation of a personal study plan is a new element in university studies Since
2005 in Finland. Its main function is to guide students to develop their own Effective
programs and career plans, and to tutor them in achieving their goals.
 Optional studies may cover a variety of different courses through which students Seek
to profile their studies and qualifications.
II) Secondary School Teacher Education:
In secondary school teacher education the component of didactics is focused on
issues How to teach school subjects to different learners. In American educational
literature a Corresponding element is very often called as pedagogical content
knowledge. In the Finnish case these studies can have very close relationship with
learning research, Academic discipline studies and teaching methods. A typical feature is
a research Orientation. Teachers are seen as active professionals who have a right and
obligation to Develop their work. The aim of teacher education is that teachers internalize
an attitude of Pedagogical thinking. An important task of pedagogically oriented studies
is to educate Teachers who are able to study and develop their own research-based
practices. For this reason, the modules on behavioral research methods are also obligatory
for subject Teachers. The critical scientific literacy of teachers and their ability to use
research Methods are considered to be crucial. Accordingly, Finland’s teacher education
programs Require studies of both qualitative and quantitative research traditions. The aim
of these Studies is to train students to find and analyze problems they may expect to face
in their Future work. Professors and supervisors of Finnish teacher education have the

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Responsibility to guide students in the research-oriented aspects of their education. The
Main object of this guidance is not the completion of research studies itself, but actually
To further the process by which students come to see themselves as actively studying and
Working subjects. In this aspect of the degree program, the processes of active working
And thinking are integrated in various complex and sometimes unexpected ways. The
aim Of the guiding process is to help students discover and tap their own intellectual
resources And to make them better able to work in changing contexts (Niemi and Jakku-
Sihvonen, 2006, p. 37)
III) Pedagogical Studies:
The distinction between class teachers (primary school) and subject teachers
(secondary School) is retained, but the structures of the respective degree programs will
allow them To take very flexible routes to include both in the same programs or to permit
a later Qualification in either direction. The pedagogical studies (60 ECTS) are obligatory
for Qualification as a teacher and are approximately the same for both primary and
secondary Teachers. According to legislation, pedagogical studies must be studies in the
science of Education with an emphasis on didactics. Pedagogical studies can be part of
the degree Studies, or they can be taken separately after completion of the Master’s
degree. The goal Of pedagogical studies is to create opportunities to learn pedagogical
interaction, how to Develop one’s own teaching skills and how to learn to plan, teach and
evaluate teaching In terms of the curriculum, the school community and the age and
learning capacity of the Pupils. Students should also learn how to cooperate with other
teachers, parents and other Stakeholders and representatives of the welfare society
(www.helsinki.fi/vokke).
 Measures to improve Teacher Education Structure
1. Provide a Policy & Framework Cover:
Need to develop a workable policy and strategic framework for TPD, with an
Accreditation and certification scheme. Minimum requirements for resourcing institutes
With regard to staffing, infrastructure and organization need to be developed in
Conjunction with the respective heads of these institutes in order to ensure system equity
And quality provision. The credentialing of teacher education programs should be

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Transferred to an independent body like the Higher Education Commission. Uniform
Work requirements, in terms of teaching and supervision loads, should also be developed.
The Vision of GCETs, along with GCET leaders, should be used to create workable goals
Of these institutions. Also, representation of teachers should be mandatory in the
Formation and revision of educational policies. Moreover, a National Teachers Forum
Should be established in order to influence policies and organize teachers’ professional
Voices (Idara-e-Taleem-o-Aagahi 2006).
2. Fixing the Institutional Puzzle:
The existing institutional infrastructure should be molded to adapt to any new policy
and Programs. It should be monitored by a federal level authority responsible for
overseeing Their functions and performance. It has been suggested hat the Technical
Panel on Teacher Education existing at the national level should be restructured to
monitor and Report on implementation of policy directors on TPD (AED, 2006). In order
to prevent Duplication, ;and overlapping of functions, the various provincial institutes:
BoCs, PITES, Universities, GCET need to work together to establish academic links and
collaboration To improve the value of their services. Institutes should be provided
increased autonomy To develop sources of income to address their needs.
3. Developing Teacher Core Competencies:
All teaching programs should stress on developing a list of a core set of competencies
Among the teachers (both pre and in-service) to prepare them adequately for classroom
Teaching and to make them effective and professional educators. On the basis of these
Core competencies a performance appraisal system can be devised.
4. Proper Recruitment Practices:
Selection of teachers should be merit-based. Schools should select teachers based on
a Minimum qualification of intermediate and satisfactory performance on a selection test
Based on the teachers’ core competencies (World Bank, “Balochistan Education”
2006).

5. Proactive Up-to-Date Curriculum:

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 Courses should be designed around requirements and needs expressed by the teacher
Themselves. Revision of pre-service and in-service curricula, with a focus on improving
And enhancing content knowledge and pedagogical skills of the teacher trainees is also
Required. Integration of subject knowledge with teaching skills has also been
Recommended.
6. In-Service Programs:
Training should be based on teacher requirements. Teachers’ needs should be first
Assessed by induction tests, and groups formed according to their scores. These groups
Should be then brought up and trained from their current level. There should be refresher
Courses every 5 years. Institutional linkages with an innovative college should be
Explored globally to train elementary teachers for the purposes of faculty in-service
Development, faculty exchanges and further training (Furniss 2005).
7. Pre-Service & In-Service Trainings:
Trainings to focus on improving teachers’ resource management skills, promoting
group Work and activity based learning as part of the learning experience, encouraging
them to Use no/low cost materials as teaching aids where appropriate and supporting
capacity Building co-curricular activities for the pupils. Training should also prepare
teachers for Multi-grade teaching (Idara-e-Taleem-o-Aagahi 2006).
The most preferred approach to teaching for elementary level students is the “activity
Approach” with focus on the pupil and activity based learning process (AED 2006).
Computer along with training on other technological aids should be made compulsory
And a high priority for all teacher programs. It has been suggested that a separate cadre
of Teacher educators should be established, linked to elementary schools, who can be
trained On the job to be adult educators and researchers in elementary schools practice
and Subject areas (Furniss 2005).
8. Healthy School Support Structure:
Newly trained and inducted teachers as well as those already working require peer
and School support to continue their professional and personal development.
Encouragement,

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 Guidance and a healthy working environment can add tremendous value to a teachers
output And commitment. There is a need to foster a culture of critical reflection among
the Teaching faculty of schools. School management should be responsive and
accommodating Towards the needs of their teaching staff and give them due respect and
assistance.
There is also an urgent need to set up provincial databases linked to a central
repository To maintain up to date records of the teachers, their qualifications, trainings,
current Enrollment and other relevant statistics. This would aid in tracking teacher
resources and Help make informed management decisions. The central database can be
installed at the Federal regulatory body.
9. Incentives:
Offer incentives to teachers in accordance to their need and the stage of their career
(UNESCO 2006). Such incentives can be monetary (salary increase, allowances, and
Benefits). They can also include subsidized housing, food, transportation facilities,
Professional training, teacher guides, textbooks, personal notebooks, location, and
Recognition of performance. Match up incentives according to the needs and stage of the
Teacher (Craig 1998). Ensure sustenance of incentives. Start a program to provide loans
to Teachers on low mark ups and soft terms. If contract based, those teachers that
perform Well can be hired as permanent employees to acknowledge their value and
services (Idara-e-Taleem-o-Aagahi 2006).
10.Monitoring & Evaluation:
Systematic follow up with teachers after trainings is central to their professional
Development (UNESCO, 2006). Their performance in the classroom should be regularly
Assessed by the principal and other senior teachers to evaluate the quality of their
training, Their subject knowledge as well as their classroom delivery and management
skills.
A performance based teacher evaluation and compensation system is required to
motivate The teachers to strive towards excellence. Promotions should be linked with
teacher’s Capabilities rather than seniority. Additionally there should be an institutional
Performance appraisal system to monitor institutional accomplishment against set
Curricular objectives and goals. Perhaps what is needed is setting up of a monitoring

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wing Within each teacher-training institute, under the administrative supervision of the
federal Regulatory body, to monitor, ensure and assist with quality control. This wing
among Other things would also drive the institutional management to regularly
introducing new And cutting edge teaching techniques for teacher training.
There is also a consistent demand from the teacher educators to form a separate cadre
for Them and give due recognition to their roles. This would also prevent pointless
transfers Of teachers to government schools where they are not as beneficial as in their
core area of Expertise as trainers.
11.Infrastructure:
Most of the teacher training institutes throughout the country are in dire need of repair
And modifications. In order to provide a decent working environment for both teacher
Educators and trainees alike, a nationwide renovation of the institutes should be
Undertaken. As part of these exercise science labs, teaching materials, aids and IT
Equipment should be upgraded and/or made available21.
12.Supply of Textbooks and Teacher Resource Material:
All teacher-training institutes complain of insufficient allocations for procuring
quality Textbooks, teacher learning references, resource materials, library books,
education Journals and other required supplementary materials. The MoE should allocate
sufficient Funds to the institutes so that they can be able to procure items according to
their needs. Donors should also come forward and help the institutes overcome some of
these Constraints as part of their assistance in improving teacher education (AED, 2006).
It is Also pertinent to note here that well designed teachers manual in developing
countries Accompanying a text book were found to be more effective than poorly trained
in-service Teachers (Idara-e-Taleem-o-Aagahi 2006).
13.Refrain from Exceeding the Capacity:
Some training institutes admit far more students than they are allowed or can easily
Accommodate. This has the effect of straining the resources, which eventually leads to
Deterioration in the quality of education imparted. Institutes should refrain from such
Practices of over enrolment (AED 2006).
14.Non-Formal Teachers:

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 With regard to non-formal teachers, teachers themselves have recommended:
(i) A Revision of their pay scale;

(ii) Recruitment of local teachers to overcome the challenge of Absences; (iii)

recognition and certification by GoP so that they can have both Equivalence
and recognition; and (iv) equal opportunities of trainings in a systematic and
Organized manner (Idara-e-Taleem-o-Aagahi, 2006).

 Reference:

 All Values for the Year 2007-08 are Provisional, Derived from Pakistan
Education Statistics 2007-08, AEPAM- Ministry of Education, Government
of Pakistan, 2009
 Chavan M (2003) Read India: A Mass Scale, Rapid, ‘Learning to Read’
Campaign.www.pratham.org/images/resource%20working%20paper
%202.pdf.
 Halai A (2010) Gender and Mathematics Education in Pakistan: A Situation
Analysis, The Montana Mathematics Enthusiast, 7
47http://r4d.dfid.gov.uk/Output/184203/Default.aspx.

Question No 5. Explain the concept of student (Practice) Teaching by

focusing all the sequential steps of pre-service training.
 Introduction:
Also known as initial teacher education or initial teacher training are the ‘recognised
and organised, private and public educational programmes designed to train future
teachers to formally enter the profession at a specified level of education. Graduates
receive a government recognised teaching qualification. Pre-service training does not

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cover teachers who do not meet officially recognised training standards and are enrolled
in a teacher training course to earn accreditation concurrent to their work as a teacher’
(UIS-UNESCO, n.d.).
Pre-service teacher training varies widely from country to country, yet components
which appear in most initial training programmes include subject content; pedagogic
content knowledge; education studies; and teaching practice (Lewin, 2004).
To be effective, pre-service teacher training should address the practical challenges
teachers face in the classroom (instead of being purely theoretical). Evidence suggests
that teacher training ‘must aim at developing class leadership competencies and pupil-
centred practices, such as group work for example, feedback or the flipped classroom.
Social competency also proves decisive (Attakorn et al., 2014; Hattie, 2008;
Cornelius-White, 2007; Evertson, 2006; Marzano, Marzano, and Pickering 2003;
Walberg, 1990)’ (IIEP-UNESCO, n.d.).
 Pre-service Training:
 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 DiscussionPre-service training programme structures: Pre-
service programmes may be conducted as part of a secondary school diploma 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

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 increase in the number of trained primary school teachers (see the Allama Iqbal Open
University); whereas the Accelerated Learning Program in Brazil trains new teachers
by requiring them to follow a highly structured curriculum that they implement
directly in primary schools.In addition to these context-dependent variations in
structure, the length of pre-service training and the qualifications necessary to join the
teaching profession may vary both within and across countries. In some countries the
required qualifications are higher for secondary teachers than for primary teachers,
while in other countries they are the same. 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 performance. 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).
1. 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.

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2. 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 of learners.”(4, p.5) Programmes build pedagogical
content knowledge by giving detailed consideration to the question of how to teach a
specific subject at a specific level—such as how to teach reading and language arts in
early primary school or how to teach algebra and geometry in lower secondary school
—in addition to reinforcing basic content knowledge and general pedagogical skills.
3. 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 weeks to as many
as nine months or more. Some programmes have only one field experience 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.
4. 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

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 training programmes for teacher educators/trainers themselves can significantly
improve the overall quality of pre-service teacher training.
 Inclusiveness and EquityTeaching 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.
1. Teaching students with disabilities: Pre-service teacher preparation
programmes in many countries lack a strong focus on how to diagnose and
accommodate learning disabilities. Those that do address these issues, however,
achieve better results nationally.
2. Teaching with gender equity: In order to increase academic performance
among girls, prevent gender-based violence, and implement a gender-sensitive
curricula, modules or courses on gender-sensitive pedagogy are also crucial.
 4 Steps for Implementing a Pre-service Teacher Education Program:
This section describes key steps to developing a donor-Supported PSTE intervention.
As with other suggestions in this Compendium, these steps need to be adapted to the
context Of the intervention. Taken together, they can form the basis of An overhaul of an
entire pre-service teacher education system.
Given that most donor-supported projects are designed to Improve a specific element
or elements within a PSTE system Rather than to reform the entire system, each step can
also be Considered as an individual activity even if holistic reform does Not occur.
Step 1: Conduct Assessments of the Existing:
State of PSTE in Relation to Policies and National Priorities The first step in
addressing pre-service teacher education Is conducting assessments to understand the
current PSTE Policies, mechanisms, and practices. These assessments will Provide the

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basis for subsequent steps involving development Of a strategic plan and identification of
targeted interventions With its framework.

i) Assess national policies and priorities:

To answer the question “where are we now?” in the policy Environment, it is
important to understand and assess a Country’s current policies and recognize its national
priorities.
Policies may conflict with existing practice. For example, in the
Pre-STEP case, the Pakistani government created a policy that Specified English
as the medium of instruction from Standard 1 (i.e., Grade 1) onward despite teachers’
lack of competency in English and the wide variety of mother tongue or first language
Spoken by students. As a result, teachers often reverted to Mother tongue instruction to
teach their students, with their policy not being put into practice due to the realities of
The context.
Disconnects may exist between policy and current priorities That need to be
understood to ensure appropriate support to The PSTE system. Often the policy regarding
entry requirements Into the teaching profession may be higher than what many Potential
teachers are currently able to attain, and this may Compete with the pressing need to
increase the number of Teachers in public schools. For example, a ministry of education
Might try to recruit teachers from a marginalized ethnic Community where few students
complete secondary school. However, if secondary school completion is a requirement to
Enter a PSTE program, then a different arrangement is needed.
Competing priorities may also exist. Local circumstances May result in some
individuals prioritizing infrastructure Development over developing the capacity of PSTE
lecturers. Infrastructure development is often viewed as a quicker, more Tangible, and
easier task to measure, whereas professional Development is often viewed as a slow,
long-term, and difficult To measure reform. National priorities might also emphasise the
need to focus on a specific content area such as math or Science, or the need to address
the host country’s pressing or Immediate high-profile social concerns, such as high
prevalence Rates of HIV/AIDS, through education or conflict.
ii) Assess the strengths and challenges of PSTE programs:

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 An assessment of PSTE programs should be conducted to Understand in detail the
strengths and challenges of the Existing program and gaps that need to be addressed.
Infrastructure of the teacher colleges should be considered While conducting an
assessment of the PSTE program, including Physical learning and living conditions (e.g.,
learning resources, Latrines, desks, dormitory facilities). Taking an analytical look At the
existing curriculum of the PSTE programs is crucial in Order to identify potential gaps in
pre-service teachers’ skills And knowledge. Going a step further, garnering opinions and
Assessing knowledge and skills of practicing teachers, head Teachers, teacher educators,
and district education officers or The equivalent, PSTE college administrative staff, and
relevant MOE personnel, might shed additional light on the potential Improvement needs
of the PSTE program. Assessment of the Existing PSTE system should also examine the
recruitment and Retention process for student teachers. In many developing Countries,
teaching is not a highly desired profession, and Therefore motivating factors to attract
and retain the best And brightest students should be determined. Therefore, the
Assessment should include examination of the pecuniary Incentives, such as scholarships
and salaries for student Teachers, and nonpecuniary incentives, such as psychosocial
Support, nonmonetary motivators, and recognition.
Step 2: Create a Strategic Plan—Targeted or Holistic;
This step entails creating a strategic plan based on the Assessment mentioned in
Step 1. This strategic plan might be A targeted plan to improve specific aspects of PSTE,
or it may Be a holistic plan to improve the entire system. The type of Plan created will
depend on the country’s needs and resources. When developing a strategic plan, a review
of successful Models of PSTE in other countries contextually similar to the Host country
may provide valuable insights.
A. Identify key stakeholders who should be part of the Consultative process The
strategic plan should ideally be developed through a Consultative process, involving
key stakeholders from different Levels in the education sector, including PSTE
faculty and some Experienced, effective teachers. Involving key stakeholders Early in
the planning process will also be important to Enhancing support for and backing of
the new strategic plan. Early involvement in the planning process will also enable
Stakeholders’ varied concerns and interests to be voiced. Stakeholders included in the

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 consultative process should be Those with experience in the teacher education system
as well As those who are most likely to be affected, either positively Or negatively,
by the new plan. The consultative process should Be iterative, allowing key
stakeholders to provide feedback at Different stages as the strategic plan is being
developed.
B. Determine the feasible allocation of human and Financial resources, and the time
required to implement The strategic plan The allocation of time and human and
financial resources Should be discussed and reviewed by various stakeholders and
Implementers to ensure feasibility of the strategic plan. This may Involve determining
the cost of all the desired inputs, locating the Gap between available resources and
resources needed to meet all Identified needs, and prioritizing the needs in terms of
importance. For example, there may be a need to better equip science labs In PSTE
institutions as well a need to provide professional Development opportunities for
teacher educators. Although both Needs may be identified though a needs assessment,
the decision As to which needs will be addressed, to what extent, and at what Stage
within the intervention must be based on the amount of Money, time, and human
resources available.
C. Define roles and responsibilities of various actors for The implementation of the
strategic plan It is important to identify the roles and responsibilities of the Multiple
actors involved in PSTE, alongside the development Or revision to the PSTE strategic
plan. In some cases, it might Be appropriate to restructure the management and/or
create New positions or working groups to become accountable for a Particular
dimension of PSTE, as determined by the proposed Strategic plan.
D. Disseminate plan to government officials, PSTE faculty, And staff at partnering
schools to implement Disseminating and communicating the new or revised plan to
All appropriate stakeholders prior to implementation enables Stakeholders to better
understand the upcoming changes and Helps ensure that they are prepared for them.
Knowing what To expect will likely reduce administrators’ and lecturers’ Resistance
to the changes to their PSTE programs. Depending On the involvement of various
college/school-level stakeholders, An orientation or training may be necessary to

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 ensure a Successful roll-out of the plan. Ongoing dissemination about Implementation
status is important for keeping all stakeholders Updated and engaged.
Step 3: Implement the Strategic Plan:
Like the key principles, the components of the strategic plan Can be divided into
the policy, program, and institutional Levels. However, as mentioned earlier, the
following needs to Be considered in relation to the demands and constraints of The local
situation. The interventions may be implemented at All of these levels simultaneously or
as the local situation may Demand. PSTE interventions can again be undertaken
holistically Or piecemeal, depending on the context.
A. Policy-level interventions Interventions at the policy level will likely involve
decisions at A national or regional level, often involving a governing body, Such as the
ministry of education. Policy-level interventions May involve, but are not limited to, the
following:
 Determining the duration of the PSTE program by Installing policies around
minimum requirements for the Length of PSTE programs and recommendations for
entry Requirements of student teachers.
 Determining the number of public PSTE institutions Needed in the country.
 Determining accreditation requirements for PSTE Institutions and how often
institutions are evaluated for Compliance of the requirements.
 Determining degree or licensing requirements, including Professional standards for
teacher educators and pre-Service teachers.
 Aligning policies pertaining to financial allocations to Various aspects of PSTE in
accordance with the strategic Priorities and budget.
B. Program-level interventions Program-level PSTE interventions will support the
PSTE Institutions to align their programs with accreditation Standards set at the policy
level. PSTE institutions might need Technical assistance (TA) to revise various aspects of
their Program. Such TA support may involve working with the Programs’ leadership to
do such tasks as adjusting the duration Of various components of the program, revising
curricular And other training materials to align with accreditation Requirements, and
revising course objectives to meet national Professional standards. Programmatic

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alignment with standards can also include altering the curriculum and revising training
Materials.
C. Institutional-level interventions PSTE interventions at the institutional level will
involve Support for improvement of institutions at two levels: (a) The improvement of
the capacity of human resources at the PSTE institutions, including teacher educators,
and (b) the Development of infrastructure at the PSTE institutions.
The work on the capacity development of human resources Will typically involve
designing need-based workshops for the Teacher education faculty to sensitize them to
the revisions In the programs and provide them with practical strategies to Accommodate
change in their teaching practices and in the Content of their programs. In addition to the
teacher educators, Targeted need-based training may also be needed for the
Administration and support staff within the PSTE institutions. Infrastructure
improvements of the PSTE institutions will Involve provision of missing facilities,
typically targeting the Libraries, classrooms, furniture, ICT resources, dormitories,
Latrines, and security arrangements. Furthermore, infrastructure Of the teacher college
facilities and accreditation requirements Around infrastructure must be abided by in order
to provide An environment conducive to effective teaching and learning.
Step 4: Monitor and Evaluate PSTE Inputs and Outcomes:
It is vitally important for good implementation that all systems Receive feedback
about their performance to continue to Improve and keep up an acceptable level of
performance. In The case of PSTE programs, the institutions should typically Develop
systems of collecting data on the conduct of their Programs, and of processing this
information to produce Useful assessment reports about their performance. Some of The
work done to develop such systems may overlap with the Monitoring and evaluation plan
of the USAID. For example, as Discussed in the section on indicators, the interventions
will Assess the performance of the PSTE programs on the relevant Indicators. The project
could use the collection of data on the Performance indicators in ways that build the
capacity of the PSTE institutions to continually collect and report on such Data.
Specifically, then, this step will involve helping each PSTE Institution develop the
capacity to conduct monitoring and Evaluation of its programs and use this information
to remain Vigilant about the performance of their program. The substeps May involve:

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 Developing context-specific indicators to monitor the Conduct of courses,
performance of student teachers, Perceptions/opinions of the student teachers about the
Usefulness of the training they receive through a structured Evaluation of the programs
by the students, and evaluation Of the programs by the local schools served by the PSTE
Institutions.
 Developing useful reports based on the data so collected By different participants in
the PSTE system
 Developing the capacity of PSTE managers for evidence-Based decision making to
improve the performance of Their programs In an overhaul of the PSTE system, the
data collection and Analysis process related to needs assessment should be Improved
to provide more accurate information and guidance Related to multiple types of needs
assessments.

 Reference:

 IIEP-UNESCO. N.d. 4. What are the relationships between the pre-service

training of teachers and pupils’ results? Paris: IIEP-UNESCO. Accessed 26
August 2021: http://www.iiep.unesco.org/en/4-what-are-relationships-
between-pre-service-training-teachers-and-pupils-results
 Lewin, K.M. 2004. The Pre-service training of teachers: does it meet its
objectives and how can it be improved? Background paper prepared for the
Education for All Global Monitoring Report 2005: The Quality Imperative.
Paris: UNESCO. Retrieved from:
https://unesdoc.unesco.org/ark:/48223/pf0000146658

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