The Impact of Instructions On Preservice Elementary Teachers

“THE IMPACT OF INSTRUCTIONS ON PRESERVICE
ELEMENTARY TEACHERS”
Researcher
MUHAMMAD AHSAN
Roll No.
BK637809
ALLAMA IQBAL OPEN UNIVERSITY

(ISLAMABAD)
JUNE 2018
“THE IMPACT OF INSTRUCTIONS ON PRESERVICE
ELEMENTARY TEACHERS”
Researcher
Muhammad Ahsan
Roll No.
BK637809
B.Ed. (1.5)
Session
(2016-2018)
Supervisor
Jawwad Muhammad Shujaat
Submitted in Partial fulfillment of the requirements for

B.Ed. (1.5) Degree Program at ALLAMA IQBAL OPEN
UNIVERSITY (ISLAMABAD)
JUNE 2018
I I
DECLARATION
I certify that this research project does not incorporate without acknowledgement any
material previously submitted for a degree or diploma in any college and university;
and that to the best of my knowledge and belief it does not contain any material
previously published or written by another person were due reference is not made in
the text.
Researcher
Muhammad Ahsan
II
FORWARDING CERTIFICATE
The research entitled “A study of The Impact of Instructions on Preservice
Elementary Teachers is conducted under my supervision and the thesis is
submitted to the Allama Iqbal Open University Islamabad for the partial
fulfillment of the requirement of B.Ed. (1.5) with my permission and
guidance.
________________
Supervisor
III
APPROVAL CERTIFICATE
The research project entitled “The Impact of Instructions on Preservice
Elementary Teachers submitted by Muhammad Ahsan 2016-2018 is accepted and
approved in partial fulfillment of the requirements for the award of the degree of
B.Ed. (1.5).
Supervisor
Date ______________
IV
Dedicated To
V
Allah who is very kind and merciful and to my loving parents, teachers and friends
whose prayers and love always take me to zenith of glory and transform my dreams
into reality. I specially dedicated to my dear parents and brother.

V
Acknowledgement
All Thanks, Praise and glory to the ALLAH Almighty who is omnipotent and
omnipresent, who guides us in the darkness and shows us the right path and who is
the master of the Day of Judgment, we seek his help in all the walks of life who gave
us the faith, hope and ability to complete this research report successfully. All respect
to the holy messenger of ALLAH, Hazrat Mohammad (P.B.U.H.) who brought the
light of knowledge and truth when the humanity was wandering in the wilderness of
ignorance.
Researcher is grateful to my supervisor “Jawad Hassan” for providing moral
support, encouragement, valuable suggestions and kindness throughout the present
study. It is true that without his guidance, it was not possible to complete this task.
Researcher is expressing my gratitude to the other entire faculty members also who
taught with love and affection during the entire academic career of B.Ed. (1.5) and
where their help to the maximum extended and satisfied our thirst of knowledge.
Researcher is also thankful with the core of my heart to all my family members,
friends and class fellows for their cooperation, help and guidance during my research
report.
Researcher
Muhammad Ahsan
VI
ABSTRACT
The present research aims to explore The Impact of Instructions on
Preservice Elementary teachers. The research was conducted at Tehsil Shahpur
Sadder. The major objectives of the study are discuss the importance of instructions in
learning, recognize the types of instructions in Preservice elementary teaching,
analyze the impact of instructions on Preservice elementary teachers, evaluate the role
of instructions in education. Researcher used the methodology regarding descriptive
research and research tool was developed in questionnaire form to find results on the
basis of findings and conclusion. A total of 200 prospective teachers of Government
Colleges for Elementary Teachers Shahpur Sadar, Sargodha and Mianwali are taken
as respondents. After the analysis of data, it was found that Instruction is important in
learning for prospective teachers .Instruction provides knowledge in a systematic way
.Standard based instruction helps to guide the planning, implementation and
assessment of student learning. Instruction helps the prospective teachers to achieve
the educational goals. Instruction can develop the higher order thinking .Instruction
develops the attitudes and behavior of pre service teachers .Instruction gives
knowledge of different pedagogical terms to pre service teacher’s .Instruction
motivates the pre service teachers to learn about field teaching .Effective instructional
practices are necessary to meet the high level of learning. Student-centered classroom
is essential for effective instruction. Instruction should be age appropriate, varied and
individually appropriate.
VII
Pg.#
Sr.# Title
Chapter No.1
1.1 Introduction 1
1.2 Statement of the problem 3
1.3 Objectives of the study 3
1.4 Hypothesis of the study 3
1.5 Delimitation of the study 4
1.6 Significance of the study 4
1.7 Research Questions 4
Chapter No.2
Review of related literature 6
2.1 Definition of The Terms 6

2.2 In service teachers and Pre service teachers 6
2.3 Characteristics of effective instructions 6
2.4 The Ten Elements of Effective Instruction 6
2.5 Preservice teaching 7
2.6 Instructional practices for an effective classroom 8
2.7 Principles of instructions 8
2.8 Types of Instruction 8
2.9 Impact of explicit instructions on preservice elementary teachers 9
2.10 Impact of ict instructions on preservice elementary teachers 9
2.11 Impact of environmental instructions on preservice teachers 10
2.12 Mathematic instructions for preservice teachers 11
2.13 Impact of field experiences on preservice teachers 12
Chapter No. 3
3.1 Population of the study 32

3.2 Sample 32
3.3 Tool of Research 33
3.4 Validation of Research tool 33
3.5 Data Collection 33
3.6 Administration of Tool 33
3.7 Statistical Analysis 33
Chapter No. 4
Analysis and Interpretation of data 34
VIII
Chapter No.5
5.1 Findings 46
5.2 Summary 47
5.3 Conclusion 49
5.4 Recommendations 51
6 Bibliography 52
7 Annexure-1 53
54
IX
Annexure-1
Sr.# List of Tables Pg. No
The activities of educating or instructing are called instruction. 34

4.1
4.2 Instruction is important in learning for prospective teachers. 34
4.3 Instruction provides knowledge in a systematic way. 35
Standard based instruction helps to guide the planning, 35

4.4 implementation and assessment of student learning.
Instruction helps the prospective teachers to achieve the educational 36

4.5
goals.
4.6 Instruction should be task oriented. 36
4.7 Instruction can develop the higher order thinking. 37
Instruction develops the attitudes and behavior of pre service 37

4.8
teachers.
Instruction gives knowledge of different pedagogical terms to pre 38
4.9
service teachers.
Instruction motivates the pre service teachers to learn about field 38
4.10
teaching.
Effective instructional practices are necessary to meet the high level 39
4.11
of learning.
Student-centered classroom is essential for effective instruction. 39
4.12
Assessment is an integral part of instruction. 40
4.13
4.14 Instruction should be age appropriate. 40

4.15 41
Instruction should be varied.
4.16 41
Instruction should be individually appropriate.
4.17 Pre service teachers get knowledge of child psychology from 42

instructions.
4.18 42
Instruction create interesting environment for prospective teachers.
4.19 Prospective teachers apply their instructional knowledge in future 43
teaching.
4.20 43
Instruction should be clear and conceptual.
X
Chapter 1
1.1 Introduction
Education is the process of giving or acquiring knowledge and skills and developing
attitudes and values, especially at a school or university. Education is the process of
facilitating learning, or the acquisition of knowledge, skills, values ,beliefs,
and habits. https://en.wikipedia.org/wiki/Education.An elementary school teacher is a
person trained to educate children from pre-kindergarten to fifth grade. They are
responsible for the educational and emotional growth of children in a classroom
setting, as well as managing the materials and resources used for educating them .A
primary school or elementary school is a school in which children receive primary
or elementary education from the ages of about five to eleven, coming before
secondary school and after preschool. In service teachers are those who are currently
under contract with a public school system and have full-time teaching
responsibilities. It was recommended that the in service teachers have a minimum of
three years’ experience in the secondary classroom, but not all fit that criteria. Pre
service teachers have university senior status and are within one semester of
completing all program requirements that will enable them earn teacher certification
after passing the stat required exams.(Bobbette M. Morgan.)Instruction is the act,
process, or art of imparting knowledge and skill: education, , pedagogy, schooling,
teaching, training, tuition, tutelage, tutoring. Known facts, ideas, and skill that have
been imparted called instructions e.g.education, erudition, knowledge, learning,
scholarship, science.http://www.thefreedictionary.com/instruction.A statement that
1
describes how to do something. An order or command. The action or process of
teaching the act of instructing someone is called instruction.
https://en.wikipedia.org/wiki/Instruction.Pre service: Of or relating to the period
before a person takes a job that requires training, especially in teaching pre service
training. http://www.oxford dictionaries.com/.
Pre-service teacher education is the education and training provided to student
teachers before they have undertaken any teaching.https://en.wikipedia.org/wiki/Pre-
service_teacher_education.The word in-service training refers to training of persons
already employed, e.g. health providers working in the public or private sector. Pre-
service refers to activities which take place before a person takes up a job which
requires specific training, i.e. before a person enters servicehttp://www.preservice-
training.
Pre service teaching is the culminating experience in all teacher education programs.
These programs include instruction, content courses, professional education courses,
and several early field experiences. Pre service teaching is often regarded as both the
most challenging and most enjoyable experience in the teacher preparation programs.
During this experience the student is encouraged to apply all of the theories, content
knowledge, and teaching methods that have been studied in the college classroom.Pre
service teaching is a period of guided, supervised teaching. The college student is
gradually introduced into the teaching role for a particular class by a mentor or
cooperating teacher. The cooperating teacher works with and encourages the pre
service teacher to assume greater responsibility in classroom management and
instruction as the experience progresses. The pre service teacher begins as an observer
2
and finishes the pre service teaching experience as a competent professional. Pre
service teaching is an essential experience in the professional education program.
Although other college courses, activities, and practical contribute knowledge and
experience to the prospective teacher, pre service teaching provides the opportunity to
experience the demanding and rewarding task of assuming major teaching
responsibilities. The ultimate goal is for the pre service teacher to achieve competency
in entry level skills in the teaching profession.http://www./preservice-teaching.php.
The quality of an education system cannot exceed the quality of its teachers. (Barber
& Mourshed, 2007) the single greatest factor affecting student, achievement is
classroom instruction. Classroom instruction has more impact on student learning
than any other Factor more important than the next six factors they studied combined
Mortimore & Sammons (1987). The only way to improve outcomes is to improve
instruction Instruction is the purposeful direction of the learning process and is one
of the major teacher class activities McKinsey & Company. Professional educators
have developed a variety of models of instruction, each designed to produce
classroom learning. Joyce, Weil, and Calhoun (2003) describe four categories of
models of teaching/instruction (behavioral systems, information processing, personal
development, and social interaction) that summarize the vast majority of instructional
methods. Each model differs in the specific type or measure of learning that is
targeted. Therefore, as we make decisions about "best educational practices" we must
be certain that we connect recommended practices with specific desired outcomes.
This point is often omitted; discussion of best practices then becomes a debate about
desired outcomes rather than a discussion of how to achieve them. Another important
3
point is that the different models and methods of instruction have been developed
based on specific interpretations of concepts and principles of teaching and learning.
While it is important to learn and practice the approaches developed by others, it is
even more important to understand the concepts and principles upon which they are
based (Ralph Waldo Emerson).http://www./instruct/instruct.htm
1.2 Statement of the problem
The study deals with
“The impact of instructions on preservice elementary teachers.”
1.3 Objectives of the Study
i. To discuss the importance of instructions in learning.
ii. To explain the principles of instructions.
iii. To recognize the types of instructions in preservice elementary teaching.
iv. To analyze the impact of instructions on Preservice elementary teachers.
v. To evaluate the role of instructions in education.
1.4 Hypothesis of the study
“Whether instruction impacts on Preservice elementary teachers.”
1.5 Delimitation of the study
Due to the shortage of time and economic problem the researcher delimited her study
at district Sargodha. Furthermore, the study was delimited to the GCET College
Shahpur Sadar and GCET College.
4
1.6Significance of the study
This study is about the impacts of instructions on pre service elementary teachers.
One of the greatest challenges facing today’s school leaders is the challenge of raising
the expertise of their teachers. We hear more calls for teacher effectiveness than ever
before, and we are seeing that teacher effectiveness is becoming a significant part of
the national discussion on education. Everybody agrees that what teachers do in the
classroom matters deeply. A recent investigation into the practices of the world’s top
25 school systems put it this way .The quality of an education system cannot exceed
the quality of its teachers. In fact a wide body of research shows that the single
greatest factor affecting student achievement is classroom instruction. In one study,
Mortimore & Sammons (1987) found that classroom instruction has more impact on
student learning than any other factor more important than the next six factors they
studied combined .As McKinsey & Company concluded in their study of the world’s
best schools, the only way to improve outcomes is to improve instruction. Obviously,
we all wish for our teachers to be more thoughtful and effective in designing and
delivering instruction that raises student achievement. Instructions are very important
in the educational field without instructions the aim of education is empty.
Instructions help the students and teachers to achieve their educational goals and
make their knowledge vast. Teachers can transfer their knowledge with
instructions.pre service teachers gain instructions from trained teachers .Different
instructions have different impacts on the students. Instructions help the pre service
teachers to clear their views ideas about different things and subjects. If instructions
are not given in different ways then the students cannot meet their educational
5
objectives. Therefore the different ways of instructions are the backbone of
educational objectives. Due to applying different methods of instructions on pre
service elementary teachers. They can get knowledge about different methods of
teaching and in future can apply on the students. This study will help the pre service
teachers to know the importance of the instructions and it’s in learning. Instructions
can increase the hidden qualities of the students and keep interested in the learning.
Interesting way of instructions makes teaching attractive for the students. This study
will help the teachers to deliver instructions in best ways and will understand the
importance of instructions. Instructions make the learning fast and progressive. Pre
service teachers can apply these understanding and knowledge about instructions on
the students and will know the ways and techniques of transferring and imparting
knowledge. Instructions can help the teachers to evaluate and judge the understanding
of the students, to measure desired student learning (Including overlapping objectives
taught to objectives tested) controlling student behavior for example classroom
management activities among students and school process and characteristics
1.7 Research Questions
I. Is there importance of instructions in preservice elementary teaching?
II. Are instructions playing a vital role in the training of preservice teachers?
III. How can be enhanced the learning of preservice teachers?
IV. How will researcher identify the types of instructions?
V. What category of teachers is included in the elementary level?
VI. How can we improve the method of instructions?
VII. What will be impacts of instructions on pre service elementary teachers?
6
VIII. How instructions can develop the mental level of pre service teachers?
IX. Do instructions increase the professional skills of pre service teachers?
X. How will the researcher evaluate the process of instructions in education?
7
Chapter 2
REVIEW OF LITERATURE
2.1 Definitions of the Terms
The following terms should be understood as defined below.
2.1.1 Definition of Education
Education is the process of facilitating learning, or the acquisition
of knowledge, skills, values,beliefs, and habits. Educational methods include
storytelling, discussion, teaching, training, and directed research. Education
frequently takes place under the guidance of educators, but learners may also educate
themselves. Education can take place in formal or informalsettings and
any experience that has a formative effect on the way one thinks, feels, or acts may be
considered educational.https://en.wikipedia.org/wiki/Education.
2.1.2 Definition of Instruction
Instruction is a statement that describes how to do something. An order or command.
The action or process of teaching. The act of instructing someone is called instruction.
A direction calling for compliance order usually used in plural had instructions not to
admit strangersplural an outline or manual of technical procedure: directions a code
that tells a computer to perform a particular operation. The action, practice, or
profession of teaching. Instruction is the specific rule or command. An outline of how
8
something is to be done. The act or practice of teaching. http://www.merriam-
webster.com/
The act, practice, or profession of instructing math instruction. An imparted or
acquired item of knowledge. The judge gave the jury an instruction in how the law
defines an accomplice. Instruction a message describing how something is to be done
he gave directions faster than she could follow them directionsubject matter, content,
message, substance -instruction is the activities of educating or instructing activities
that impart knowledge or skill he received no formal education our instruction was
carefully programmed, good classroom teaching is seldom rewarded didactics,
education, educational activity, pedagogy, teaching .Instruction the profession of a
teacher he prepared for teaching while still in college pedagogy is recognized as an
important profession teaching, pedagogy.
http://www.thefreedictionary.com/instruction
2.1.3 Elementary School Teacher
An elementary school teacher is a person trained to educate children from pre-
kindergarten to fifth grade. They are responsible for the educational and emotional
growth of children in a classroom setting, as well as managing the materials and
resources used for educating them. A primary school or elementary school is a school
in which children receive primary or elementary education from the ages of about five
to eleven, coming before secondary school and after preschool.https://www./
define+elementary+teacher
9
2.1.4 Definition of Preservice
Pre service: Of or relating to the period before a person takes a job that requires
training, especially in teachingpre service training.Pre-service teacher education is the
education and training provided to student teachers before they have undertaken any
teaching.https://en. /Pre-service_teacher_education.The word in-service training refers
to training of persons already employed, e.g. health providers working in the public or
private sector. Pre-service refers to activities which take place before a person takes
up a job which requires specific training, i.e. before a person enters
service.http://www.preservice-training/what-is-it
2.2 In service teachers and Pre service teachers
In service teachers are those who are currently under contract with a public school
system and have full-time teaching responsibilities. It was recommended that the in
service teachers have a minimum of three years experience in the secondary
classroom, but not all fit that criteria. Pre service teachers have university senior
status and are within one semester of completing all program requirements that will
enable them earn teacher certification after passing the stat required exams.(Bobbette
M. Morgan.)
2.3 Characteristics of Effective Instruction
I. Effective Instruction require teachers to understand essential concepts and
skills;
II. to identify the contributing factors affecting the desired outcome, and
10
III. To utilize a variety of methods to teach and reinforce the desired concepts
and skills. It includes providing access to the general education curriculum
for all students. Teaching for learner differences can best be accomplished by
engaging in a process which has teachers using student and instructional
assessment data to make sound instructional decisions to meet the needs of
individual students. (Iowa Core Curriculum: Iowa Department of
Education).https://www./characteristics-of-effective-instruction/
2.4 The Ten Elements of Effective Instruction
I. Provide the necessary conditions for good learning and engagement: a safe
and learning environment in which students can do what you want them to so
that they learn within a meaningful, authentic context.
II. Establish and communicate clear, specific learning objectives aligned with
established state and national academic and career standards.
III. Make explicit connections between present and past lessons, students' lives,
other texts or subjects, the real world, and the Big Ideas around which lessons
are organized.
IV. Prepare students by teaching relevant background knowledge, skills, and
academic language and literacies.
V. Integrate assessment throughout the instructional process, using the data to
establish initial understanding, measure progress, provide feedback, refine
instruction, and prepare students for future performances; this includes
students reflecting on and assessing their own performance and progress.
VI. Teach students strategies for learning, remembering, and doing.
11
VII. Demystify literacy practices and performances by modeling, providing
examples, and giving clear directions as students graduate from dependence
on you to responsibility for their own learning.
VIII. Use different instructional methods, modes, and media in clear, coherent
ways.
IX. Ask students to generate a range of ideas, interpretations, solutions, questions,
and connections.
X. Provide meaningful opportunities to practice, perfect, and perform all lessons
in class and at home. (Larry Ferlazzo , 2013).
2.5 Preservice teaching
Pre-service teacher education is the education and training provided to
student.Teachers before they have undertaken any
teaching.https://en.wikipedia.org/wiki/Pre-service_teacher_education
Preservice teaching is the culminating experience in all teacher education programs.
These programs include content courses, professional education courses, and several
early field experiences. Pre service teaching is often regarded as both the most
challenging and most enjoyable experience in the teacher preparation programs.
During this experience the student is encouraged to apply all of the theories, content
knowledge, and teaching methods that have been studied in the college classroom. Pre
service teaching is a period of guided, supervised teaching. The college student is
gradually introduced into the teaching role for a particular class by a mentor or
cooperating teacher. The cooperating teacher works with and encourages the pre
service teacher to assume greater responsibility in classroom management and
12
instruction as the experience progresses. The pre service teacher begins as an observer
and finishes the pre service teaching experience as a competent
professional.teaching.phpttp://www.vwc.edu/education/field-experiences/preservice-
teaching.
2.6 Instructional Practices for an Effective Classroom
Instructional Practices for an Effective Classroom Research shows that the link
between classroom behavior and instruction is a powerful one. Certain instructional
practices are associated with increased task-appropriate behavior. By utilizing
effective teaching principles and classroom management strategies when designing
and delivering instruction, a large number of supervision problems can be prevented.
Through careful analysis, you can determine how to alter the level and delivery of
instruction to positively impact student behavior.
2.6.1 To teach effectively and meet the needs of all students, there are
the following key elements
I. Proven instructional strategies,
II. The solution to correcting this is to analyze the instructional approach rather
than the content.
III. Instruction is explicit, interesting, varied, age appropriate, and individually
appropriate.
IV. Instruction is provided in a variety of formats: one-to-one, small group, and
large group.
V. The pacing of instruction maintains student attention. Instructional materials
are designed to meet varying student performance levels.
13
VI. Independent activities are designed to provide instructionally relevant practice.
VII. A process is in place to assess the effectiveness of instruction.
http://www.exeter.Materials/InstrPrac.pdf
2.7 Principles of instructions
I. Begin a lesson with a short review of previous learning
Daily review is an important component of daily instruction. Review can help us
strength the connections among the material we have learned. The review of
previous learning can help us recall words concepts and procedures effortlessly
and automatically. When we need this material to solve problems and or to
understand new material. The development of expertise requires thousands of
hours of practice and daily review is one component of this practice. Daily review
was part of successful experiment in elementary school mathematics. Daily
practice of vocabulary can lead to seeing each practiced word as a unit. When
students see words as units they have more space available in their working
memory and this space can now be used for comprehension. Mathematical
problem solving is also improved when the basic skills are over learned and
become automatic thus freeing working memory capacity. The most effective
teachers in the studies of classroom instructions understood the importance of
practice and they began their lessons with a five to eight minute review of
previously covered material. Some teachers reviewed vocabulary, formula events
or previously learned concepts. These teachers provided additional practice on
facts and skills that are necessary to do the homework. Effective teachers also
reviewed the knowledge and concepts that were relevant for that day’s lesson.
14
II. Present new material in small steps with student practice after
each step
Our working memory the place where we process information is small. It can only
handle a few bits of information at once too much information swamps our working
memory presenting too much material at once ‘may confuse students because their
working memory will be unable to procee it. The more effective teachers do not
overwhelm their students by presenting too much material at once rather these
teachers only present small amount of material at any time. And then assist the
students as they practice this material. They taught in such a way that each point was
mastered before the next point was introduced. They checked their students
understanding on each point and retaught material when necessary
III. Ask a large number of questions and check the responses of all
students
Students need to practice new material. The teachers questions and students
discussion are a major way of providing this necessary practice. The most successful
teachers in these studies spent more than half of the class time lecturing
demonstrating and asking questions questions allow a teacher to determine how well
the material has been learned and whether there is a need for additional instructions.
The most effective teachers also ask students to explain the process they used to
answer the questions to explain how the answer was found. Less successful teachers
ask fewer questions and almost no process questions
15
IV. Provide models
Students need cognitive support to help them learn to solve problems the teacher
modeling and thinking aloud while demonstrating how to solve a problem are
examples of effective cognitive support worked examples are another kind of
modeling worked examples allow students to focus on the specific steps to solve
problems and thus reduce the cognitive load on their working memory. Modeling and
worked examples have been used successfully in mathematic science writing and
reading comprehension.
V. Guide student practice
Successful teachers spend more time guiding student practice of new material it is not
enough simply to present students with new material because the material will be
forgotten unless there is sufficient rehearsal students need to spend additional time
rephrasing elaborating and summarizing new material in order to store this material in
their long term memory. When there has been sufficient rehearsal the students are
able to retrieve this material easily and thus are able to make use of this material to
foster new learning and aid in prooblemsolving but when the rehearsal time is too
short students are less able to store,remember,or use the material.
VI. Check for student understanding
The more effective teachers frequently checked to see if all the students were learning
the new material. These checks provided some of the processing needed to move new
learning into long term memory, thesechecks also let teachers know if students were
developing misconceptions
16
VII. Obtain a high success rate
A high success rate during guided practice also leads to a higher success rate when
students are working on problems on their own the most effective teachers obtained
this success level by teaching in small steps and by giving sufficient practice on each
part before proceeding to the next step these teachers frequently checked for
understanding and required responses from all students.
VIII. Provide scaffolds for difficult tasks
Scaffolds help the students to learn difficult tasks. A scaffold is a temporary support
that is used to assist a learner. These scaffolds are gradually withdrawn as learners
become more competent although students may continue to rely on scaffolds when
they encounter particularly difficult problems. Providing scaffolds is a form of guided
practice. Scaffoldsinclude modeling the steps by the teacher, or thinking aloud by the
teacher as he or she solves the problems.
IX. Require and monitor independent practice
Independent practice is necessary because a good deal of practice is needed in order to
become fluent and automatic in a skill. Independent practice provides students with
the additional review and elaboration they need to become fluent.
X. Engage students in weekly and monthly review
Students need extensive and broad reading and extensive practice in order to develop
well connected networks of ideas. When ones knowledge on a particular topic is large
17
and well connected, it is easier to learn new information and prior knowledge is more
readily available for use.
2.8Types of Instruction
There are following major types of instruction.
2.8.1Direct instruction
This strategy is highly teacher-directed and is among the most commonly used. This
strategy includes methods such as lecture, didactic questioning, explicit teaching,
practice and drill, and demonstrations. The direct instruction strategy is effective for
providing information or developing step-by-step skills. This strategy also works well
for introducing other teaching methods, or actively involving students in knowledge
construction. Inquiry, induction, problem solving, decision making, and discovery are
terms that are sometimes used interchangeably to describe indirect instruction.Direct
Instruction (DI) is a model for teaching that emphasizes well-developed and carefully
planned lessons designed around small learning increments and clearly defined and
prescribed teaching tasks.http:/differentiated-instruction-examples
Direct instruction is the use of straightforward, explicit teaching techniques, usually to
teach a specific skill. It is a teacher-directed method, meaning that the teacher stands
in front of a classroom and presents the information. It might be a lesson in which the
teacher very clearly outlines the order of all the planets in the solar system, or it might
be a simple explanation and some examples of the double-ff-ll-ss-zz spelling rule.
18
2.8.2 When to Use Direct Instruction
Direct instruction is best-suited for teaching small chunks of information. This might
be a spelling rule, such as the -tch or -ch as an ending sound, a short math concept like
the order of operations, or a literary term like a simile or a metaphor. These concepts
are not only small but also very clear and straightforward certain subjects or content
areas, like phonics, spelling and math, are often best suited to direct
instruction.http://study.com/direct-instruction-teaching.The basic techniques of direct
instruction not only extend beyond lecturing, presenting, or demonstrating, but many
are considered to be foundational to effective teaching. For example:
I. Establishing learning objectives for lessons, activities, and projects, and
then making sure that students have understood the goals.
II. Purposefully organizing and sequencing a series of lessons, projects, and
assignments that move students toward stronger understanding and the
achievement of specific academic goals.
III. Reviewing instructions for an activity or modeling a process such as a
scientific experiment so that students know what they are expected to do.
IV. Providing students with clear explanations, descriptions, and illustrations
of the knowledge and skills being taught.
V. Asking questions to make sure that students have understood what has
been taught.
http://edglossary.org/direct-instruction/
19
2.8.3 Indirect instruction
In contrast to the direct instruction strategy, indirect instruction is mainly student-
centre, although the two strategies can complement each other. Examples of indirect
instruction methods include reflective discussion, concept formation, concept
attainment, cloze procedure, problem solving, and guided inquiry.
2.8.4 Interactive instruction
Interactive instruction relies heavily discussion and sharing among participants. The
interactive instruction strategy allows for a range of groupings and interactive
methods. These may include total class discussions, small group discussions or
projects, or student pairs or triads working on assignments together.
2.8.5Experiential learning
Experimental learning is inductive, learner centered, and activity oriented. The
emphasis in experiential learning is on the process of learning and not on the product.
Personalized reflection about an experience and the formulation of plans to apply
learning’s to other contexts are critical factors in effective experiential learning.
Experiential learning greatly increases understanding and retention in comparison to
methods that solely involve listening, reading, or even viewing (McNeil & Wiles,
1990). Students are usually more motivated when they actively participate and teach
one another by describing what they are doing.
20
2.8.6 Independent study
Independent study refers to the range of instructional methods which are purposefully
provided to foster the development of individual student initiative, self-reliance and
self-improvement. Independent study can also include learning in partnership with
another individual or as part of a small group. It is important that the instructor make
sure that learners have the necessary skills in order to accomplish the task.
Independent study is very flexible. It can be used as the major instructional strategy
with the whole class, in combination with other strategies, or it can be used with one
or more individuals.http://teachinglearningresources.
2.8.7 Debate
In recent decades, the concept of direct instruction has taken on negative associations
among some educators. Because direct instruction is often associated with traditional
lecture-style teaching to classrooms full of passive students obediently sitting in desks
and taking notes, it may be considered outdated, pedantic, or insufficiently
considerate of student learning needs by some educators and reformers. That said
many of direct instruction’s negative connotations likely result from either a limited
definition of the concept or a misunderstanding of its techniques. For example, all
teachers, by necessity, use some form of direct instruction in their teaching i.e.,
preparing courses and lessons, presenting and demonstrating information, and
providing clear explanations and illustrations of concepts are all essential, and to
some degree unavoidable, teaching activities. Negative perceptions of the practice
tend to arise when teachers rely too heavily upon direct instruction, or when they fail
21
to use alternative techniques that may be better suited to the lesson at hand or that
may improve student interest, engagement, and comprehension.
While a sustained forty-five-minute lecture may not be considered an effective
teaching strategy by many educators, the alternative strategies they may advocate—
such as personalized or project-based learning, to name just two options will almost
certainly require some level of direct instruction by teachers. In other words, teachers
rarely use either direct instruction or some other teaching approach in actual practice;
diverse strategies are frequently blended together. For these reasons, negative
perceptions of direct instruction likely result more from a widespread overreliance on
the approach, and from the tendency to view it as an either/or option, rather than from
its inherent value to the instructional process.http://edglossary.org/direct-instruction/
2.8.8 Inquiry Based Learning
Inquiry based learning is a teaching method that focuses on student investigation and
hands-on learning. In this method, the teacher’s primary role is that of a facilitator,
providing guidance and support for students through the learning process. Inquiry-
based learning falls under the student-centered approach, in that students play an
active and participatory role in their own learning process. Cooperative Learning
refers to a method of teaching and classroom management that emphasizes group
work and a strong sense of community. This model fosters students’ academic and
social growth and includes teaching techniques such as “Think-Pair-Share” and
reciprocal teaching. Cooperative learning falls under the student-centered approach
because learners are placed in responsibility of their learning and development. This
22
method focuses on the belief that students learn best when working with and learning
from their peers.http://teach.com/what/teachers-teach/teaching-methods
2.8.9 Differentiated instruction
Differentiated instruction is the way in which a teacher anticipates and responds to a
variety of student needs in the classroom. To meet student needs, teachers
differentiate by modifying the content (what is being taught), the process (how it is
taught) and the product (how students demonstrate their learning).O’Brien & Guiney
(2001) clearly enumerated these as major principles of differentiated instruction:
I. Every child can learn and every teacher can learn
II. All children have the right to high quality education.
III. Progress for all will be expected, recognized, and rewarded.
IV. Learners in a classroom have common needs, distinct needs, and individual
needs.
Other principles that are paramount to understanding differentiated instruction
can be traced in Edyburn’s article (2004) entitled, “Technology Supports for
Differentiated Instruction.” The principles are adapted from the work of Carol
Ann Tomlinson (1999) and simply echo that teachers should focus on the
essentials in learning, should attend to student differences, should collaborate
with students on learning, and should not separate assessment from
instruction. The teacher should constantly modify the content, process, and
products produced from learning. Teachers must also allow students to
participate in respectful work while maintaining a flexibleworking
relationship.
23
2.8.10 Active learning
A process that employs a variety of pedagogical approaches to place the primary
responsibility of creating and applying knowledge on the students themselves. It puts
the student at the center of the learning process, making him/her a partner in
discovery, not a passive receiver of information. Active learning requires students to
interact with and integrate course material by reading, writing, discussing, problem-
solving, investigating, reflecting, and engaging in higher-order thinking tasks such as
analysis, synthesis, evaluation, and critical thinking.
2.8.11 Problem based learning
Student-centered pedagogy in which students learn about a subject in the context of
complex, multifaceted, and realistic problems. Working in groups, students identify
what they already know, what they need to know, and how and where to access new
information that may lead to resolution of the problem. The role of the instructor
(known as the tutor in PBL) is that of facilitator of learning who provides appropriate
scaffolding and support of the process, modeling of the process, and monitoring the
learning.
2.9 Impact of explicit Instruction on preservice elementary teachers
Pre service teachers who experienced explicit instruction about the nature of science
made statistically significant gains in their views of nature of science regardless of
whether the nature of science instruction was situated within the context of GCC/GW
or as a stand-alone topic. Further, the participants who experienced explicit nature of
science instruction as a stand-alone topic were able to apply their understandings of
24
nature of science appropriately to novel situations and issues. We address the
implications of these results for teaching the nature of science in teacher preparation
course. Over the past four decades, three primary strategies to teaching the nature of
science have emerged, including the historic, implicit, and explicit approaches
(Lederman, 1998). The historic approach employs episodes from the history of
science to illustrate various aspects of the nature of science. The implicit approach
emphasizes doing science, under the assumption that participation in authentic
scientific investigations in itself will help students develop more accurate
understandings of the nature of scientific inquiry and knowledge. The explicit
approach specifies that instructional goals related to the nature of science should be
planned for instead of being anticipated as a side effect or secondary product
(Akindehin, 1988, p. 73). Not to be confused with didactic instruction, the explicit
approach seeks to intentionally draw students’ attention to targeted aspects of the
nature of science through discussion, reflection, and specific questioning in the
context of activities, investigations, historical examples, and analogies. (Randy L.
Bell1,*, Juanita Jo Matkins2 and Bruce M. Gansneder2010) .Field-based learning is an
essential and valuable component of any teacher educational program. Pre service
elementary teachers should be engaged in practicum and field work early and often.
The degree to which students are required to work in the field varies significantly
between institutions of higher education. Learners’ “know how,” specifically in
education, can be enhanced and extended through service learning opportunities. Most
recently, universities across the country have integrated service 68 Improving Pre
service Teachers’ Self-efficacy International Journal of Instruction, July 2013 ●
Vol.6, No.2learning into their curriculum to enhance learners’ experiences both for
25
professional and personal reasons, to meet accreditation standards, and to increases
retention and recruitment goals. Student engagement is the greatest predictor of
retention and cognitive and personal development in college students (Belcheir,
2000). Service learning situates course concepts and objectives in the context of
authentic situations. . (Carianne Bernadowski, Ronald Perry, Robert Del Greco,
2013).
2.10 Impact of Ict instructions on preservice teachers
Pre service instruction plays an important role in shaping teachers. Use of ICT in the
classroom (GAO etal. 2009; Lim et al., 2010). Pre service teachers who have acquired
higher level of technological skills are more willing to use technology in classroom
(Hammond et al., 2009; Paraskeva, Bouta, & Papagianna, 2008). It has also been
reported that pre service teachers who received ICT training possess a stronger sense
of self-efficacy with respect to computer use (Brown & Warschauer, 2006; Lee, Chai,
Teo & Chen, 2008). Despite these positive reports, many gaps exist in the design and
implementation of pre service ICT integration course (Haydn & Barton, 2007;
Lawless & Pellegrino, 2007; Mishra, Koehler, & Kereluik, 2009). Researchers have
lamented that many pre service teachers are not adequately prepared to use ICT in
classrooms (Kay, 2006; Swain, 2006). Preparing pre service teachers for ICT
integration is a complex job given the fast changing nature of ICT and the multiple
sources of knowledge which need to be synthesized. The effectiveness of pre service
education for ICT is also influenced by a host of contextual factors such as university
instructors’ use of ICT, school readiness, mentor teachers’ attitude etc (Lim et al.,
2010).pre-service teachers develop technology competency during their tenure in the
college classroom. These stages coincide with Bloom’s Revised Taxonomy and offer
26
the opportunity to learn and model technology integration. Pre service teachers first
identify and understand technology as a tool, 2) pre-service teachers apply technology
and analyze the process of integration and 3) overall, pre-service teachers do not
evaluate and create technology integration experiences. For pre-service teacher
technology training (Dana Ruggiero1 and Christopher Mong2, 2013)
2.11impact of Environmental instructions on preservice teachers
According to the World Commission on Environment and Development, teachers and
their respective training have a significant role to play in the development towards a
sustainable society (WCED 1987). Training pre-service elementary teachers in
Environmental Science during their academic studies increases the possibility of (a)
becoming socially active citizens, environmentally sensitive, scientifically and
technologically literate and (b) presenting students with the knowledge and the set of
values necessary in order to participate in the protection and improvement of the
environment. (Achilleas Mandrikas • Ioannis Parkosidis • Ploutarchos Psomiadis •
Artemisia Stoumpa • Anthimos Chalkidis • Evangelia Mavrikaki • Constantine
Skordoulis, 2012).
2.12Mathematics Instructions for Pre service Teachers
Pre service teachers will be able to create classroom environments that foster a
healthy view of mathematics unless their mathematics content and methods courses
address the large array of false beliefs and misunderstandings of the discipline of
mathematics. Cotic and Zuljan (2009) said, “What is lacking from the process cannot be
present in the result” (p. 297). Ball (1990) concluded that pre service elementary teachers’
precollege mathematics is not enough for pre service elementary teachers to develop the
knowledge needed to teach mathematics Even students with beliefs that align with reform-
27
Even students with beliefs that align with reform-oriented mathematics are anxious
about teaching due to a lack of examples of what mathematics classes should look like
(Yazici, Peker, Ertekin, & Dilmac, 2011) According to the World Commission on
Environment and Development, teachers and their respective training have a
significant role to play in the development towards a sustainable society (WCED
1987). oriented mathematics are anxious about teaching due to a lack of examples of
what mathematics classes should look like (Yazici, Peker, Ertekin, & Dilmac, 2011)
According to the World.
Commission on Environment and Development, teachers and their respective training have a
significant role to play in the development towards a sustainable society (WCED 1987).
Training pre-service elementary teachers in Environmental Science during their academic
studies increases the possibility of (a) becoming socially active citizens environmentally
sensitive, scientifically and technologically literate.
28
and (b) presenting students with the knowledge and the set of values necessary in
order to environmentally sensitive, scientifically and technologically literate and(b)
presenting students with the knowledge and the set of values necessary in order to
participate in the protection and improvement of the environment.( A. Mandrikas (&)
_ I. Parkosidis _ P. Psomiadis _A. Stoumpa _ A. Chalkidis _ E. Mavrikaki _ C.
Skordoulis, 2012).Even students with beliefs that align with reform-oriented
mathematics are anxious about teaching due to a lack of examples of what
mathematics classes should look like (Yazici, Peker, Ertekin, & Dilmac, 2011)
According to the World Commission on Environment and Development, teachers and
their respective training have a significant role to play in the development towards a
sustainable society (WCED 1987).
29
2.13 Impact of field experiences on preservice teachers
Field experiences in teacher preparation can influence prospective teachers’
development of professional knowledge, often in a miseducative way (Calder head,
1988; Feiman- Nemser & Buchmann, 1985). More recent efforts to design educative
field experiences have demonstrated that when given the chance to confront their
beliefs, preservice teachers develop a deeper understanding of teaching (Cochran-
Smith, 1991; Hollingsworth, 1989). Professional experiences in the beginning years
of teaching may
not have a significant impact on some teachers’ beliefs and their ability to look at
practice in new ways (Munby & Russell, 1992). The debate about the role of
experience in the development of professional knowledge suggests that we know little
about how experiences give rise to knowing how to teach. Specifically, how do the
experiences that occur throughout a teacher education program facilitate the involved
our looking at how both prior experiences and field experiences influence teacher
thinking and their pro (Lynn A. Bryan, 1 Sandra K. Abell2 (1999)
Pre existing beliefs and prior experiences played a central role in how pre service
teachers interpreted the content of education courses. Each study that she examined
demonstrated that these beliefs were stable and inflexible to change. She identified
some essential elements for changing pre service teachers’ beliefs. According to
Kagan, pre service teachers must have the opportunity to interact with and study
students. She also said that university courses must focus not only on theory, but also
on practical strategies and procedural knowledge. Teacher preparation instructions
provide help to pre service primary teachers in acquiring mathematical concepts and
30
teaching methods while improving their self-confidence in doing mathematics.(
Bronston Schackow2005). Teacher’s conceptual understanding of mathematics and
their ideologies influence students’ mathematical learning and values, which permit
students to engage or not to engage in a mathematics course (Bishop, Clarke,
Corrigan & Gunstone, 2006). Classroom practice enhances the mathematical
knowledge and values that these teachers will initially bring to the classroom (Boyd,
1994: Kajander, 2005; Sowder, 2007). Previous work (Kajander, 2007) and empirical
teaching observations suggest that some pre service teachers embrace and
demonstrate conceptual change to a much greater extent than others. This study
investigated factors such as pre service teachers’ initial capacity (initial levels of
conceptual and procedural mathematical knowledge and values, academic background
and number of mathematics courses taking at high school and university) that may
affect their growth in conceptual mathematical knowledge during a teacher
certification program, pre service teachers.
31
Chapter 3
Methodology of the study
The descriptive research adopted for the completion of this research. The researcher
developed a research tool by the help of relevant literature. The questionnaire has
been administered personally by the researcher by visiting the different institutes.
Population of the Study
Six hundred male and female students of government college for elementary teachers
shahpur sadar,Sargodha and mianwali is the population of the study.
Sample
The sample was taken from the population from Government sector with simple
random techniques and the sample was obtained 200.
Two hundred students of Government College for elementary teachers shahpur
sadar,Sargodha and Mianwali.
Table 3.2
Percentage of Performa’s Return
No of Questionnaire Questionnaire Percentage

delivered Return
200 200 100
32
3.3Tool of Research
A questionnaire was developed because the data gathering technique usually more
accurate and favorable for researcher. Moreover it is time saving process.
3.4 Validation of Research Tool
Related research reports were studied for making it valid. The research supervisor was
consulted many times for the development of the questionnaire and made it valid.
3.5 Administration of Tool
Researcher administrated the tool physically because it was in the approach of
researcher.
3.6 Data collection
Data was collected through it same ways as through it administration process.
3.7 Statistical analysis
The result of questionnaire was analyzed in percentage and Likert scale.
33
Chapter 4
Analysis of data
Table 4.1
Activities of educating or instructing
Statement Indicator Responses Mean
The activities of educating or S.A 64

A 35
instructing are called instruction 4.63
UND 1
D.A 0
SDA 0
Table 4.1 showed that 64 percent strongly agreed ,35 percent agreed, 1 percent
undecided ,0 percent disagreed and 0 percent are strongly disagreed .The mean score
was 4.63Table 4.2
Instruction is important in learning
S.A 58
A 40.5
Instruction is important in learning
UND 0.5 4.55
for prospective teachers
D.A 0.5
SDA 0.5
Table 4.2 showed that 58 percent strongly agreed, 40.5 percent agreed, 0.5 percent
undecided, 0.5 percent disagreed and 0.5 percent are strongly disagreed.The mean
score was 4.55
34
Table 4.3
Knowledge in a systematic way
S.A 56
A 38.5
Instruction provides knowledge in
UND 4 4.485
a systematic way.
D.A 1
SDA 0.5
Table 4.3 showed that 56 percent strongly agreed, 38.5 percent agreed, 4 percent
undecided, 1 percent disagreed and 0.5 percent are strongly disagreed.The mean score
was 4.485
Table 4.4
Assessment of student learning
S.A 54.5
A 39
Standard based instruction helps to
UND 5 4.455
guide the planning, implementation
D.A 0.5
and assessment of student learning SDA 1
Table 4.4 showed that 54.5 percent strongly agreed, 39 percent agreed, 5 percent
undecided,0.5 percent disagreed and 1 percent are strongly disagreed.The mean score
was 4.455
35
Table 4.5
Helps to achieve the educational goals
Instruction helps the prospective S.A 50

A 43.5
teachers to achieve the educational
UND 5 4.42
goals.
D.A 1
SDA 0.5
Table 4.5 showed that 50 percent strongly agreed, 43.5 percent agreed,5 percent
undecided ,1 percent disagreed and 0.5 percent are strongly disagreed.The mean score
was 4.42
Table 4.6
Task oriented
S.A 44
A 44.5
Instruction should be task oriented.
UND 9 4.285
D.A 1
SDA 1.5
Table 4.6 showed that 44 percent strongly agreed, 44.5 percent agreed,9 percent
undecided, 1 percent disagreed and 1.5 percent are strongly disagreed.The mean
score was 4.285
36
Table 4.7
Develop the higher order thinking
S.A 47
A 38.5
Instruction can develop the higher
UND 8.5 4.225
order thinking
D.A 2
SDA 4
Table 4.7 showed that 47 percent strongly agreed, 38.5 percent agreed 8.5 percent
undecided,2 percent disagreed and 4 percent are strongly disagreed.The mean score
was4.225
Table 4.8
Develops the attitudes and behavior
S.A 34
A 47
Instruction develops the attitudes
UND 14 4.1
and behavior of pre service
D.A 2.5
teachers. SDA 2.5
Table 4.8 showed that 34 percent strongly agreed, 47 percent agreed, 14 percent
undecided ,2.5 percent disagreed and 2.5 percent are strongly disagreed. Themean
score was4.1
37
Table 4.9
Knowledge of different pedagogical terms
S.A 34
A 42
Instruction gives knowledge of
UND 16 3.985
different pedagogical terms to pre
D.A 4.5
service teachers SDA 3.5
Table 4.9 showed that 34 percent strongly agreed, 42 percent agreed,16 percent
undecided , 4.5 percent disagreed and 3.5 percent are strongly disagreed.The mean
score was 3.985
Table 4.10
Motivatesto learn about field teaching
S.A 36.5
A 44.5
Instruction motivates the pre
UND 13 4.08
service teachers to learn about field
D.A 2.5
teaching SDA 3.5
Table 4.10 showed that 36.5 percent strongly agreed,44.5 percent agreed,13 percent
undecided,2.5 percent disagreed and 3.5 percent are strongly disagreed.The mean
score was 4.08
38
Table 4.11
Meet the high level of learning
S.A 39.5
A 41.5
Effective instructional practices are
UND 16.5 4.155
necessary to meet the high level of
D.A 0
learning. SDA 2.5
Table 4.11 showed that 39.5 percent strongly agreed, 41.5 percent agreed ,16.5
percent undecided ,0 percent disagreed and 2.5 percent are strongly disagreed.The
mean score was 4.155
Table 4.12
Student-centered classroom
S.A 30
A 50
Student-centered classroom is
UND 14 4.015
essential for effective instruction
D.A 3.5
SDA 2.5
Table 4.12 showed that 30 percent strongly agreed, 50 percent agreed,14 percent
undecided ,3.5 percent disagreed and 2.5 percent are strongly disagreed.The mean
score was 4.015
39
Table 4.13
Assessment is an integral part of instruction
S.A 31.5
A 44.5
Assessment is an integral part of
UND 17 3.955
instruction
D.A 2
SDA 5
Table 4.13showed that 31.5 percent strongly

39 agreed,44.5 percent agreed,17 percent
undecided,2 percent disagreed and 5 percent are strongly disagreedand the mean
score was 3.955
Table 4.14
Instruction should be age appropriate
S.A 29
A 50
Instruction should be age
UND 17.5 4.045
appropriate.
D.A 3.5
SDA 0
Table 4.14 showed that 29 percent strongly agreed, 50 percent agreed, 17.5 percent
undecided, 3.5percent disagreed and 0 percent are strongly disagreed.The mean score
was 4.045
40
Table 4.15
Instruction should be varied
S.A 33
A 46.5
Instruction should be varied.
UND 18.5 4.095
D.A 1
SDA 1
Table 4.15 showed that 33 percent strongly agreed, 46.5 percent agreed, 18.5 percent
undecided,1 percent disagreed and 1 percent are strongly disagreed.The mean score
was 4.095
Table 4.16
Individually appropriate
S.A 27.5
A 54.5
Instruction should be individually
UND 12.5 4.025
appropriate.
D.A 4
SDA 1.5
Table 4.16 showed that 27.5 percent strongly agreed, 54.5 percent agreed,12.5 percent
undecided ,4 percent disagreed and 1.5 percent are strongly disagreed.The mean score
was 4.025
41
Table 4.17
Knowledge of child psychology
S.A 34.5
A 49.5
Pre service teachers get knowledge
UND 12 4.13
of child psychology from
D.A 2.5
instructions. SDA 1.5
Table 4.17 showed that 34.5 percent strongly agreed, 49.5 percent agreed, 12 percent
undecided,2.5 percent disagreed and 1.5 percent are strongly disagreed.The mean
score was 4.13
Table 4.18
Create interesting environment
Instruction create interesting S.A 32

A 50
environment for prospective
UND 16 4.11
teachers.
D.A 1
SDA 1
students undecided, 1 percent disagreed and 1 percent are strongly disagreedand the
mean score was 4.11
42
Table 4.19
Instructional knowledge in future teaching
Prospective teachers apply their S.A 38

A 46
instructional knowledge in future
UND 12 4.155
teaching.
D.A 1.5
SDA 2.5
undecided, 1.5 percent disagreed and 2.5 percent are strongly disagreed.The mean
score was 4.155
Table 4.20
Clear and conceptual
S.A 43
A 46.5
Instruction should be clear and
UND 08 4.29
conceptual.
D.A 1.5
SDA 1
Table 4.20 showed that 43 percent strongly agreed,46.5 percent agreed,8 percent
undecided ,1.5 percent disagreed and 1 percent are strongly disagreed.The mean score
was 4.29
43
Chapter 5
Findings, Summary, Conclusion, Recommendations
5.1 Summary
The present research aims to explore The Impact of Instructions on
Preservice Elementary teachers. The research was conducted at Tehsil Shahpur
Sadder.
The major objectives of the study are discuss the importance of instructions in
learning, recognize the types of instructions in preservice elementary teaching,
analyze the impact of instructions on preservice elementary teachers, evaluate the role
of instructions in education.
Researcher used the methodology regarding descriptive research and research
tool was developed in questionnaire form to find results on the basis of findings and
conclusion.
For the purpose of the study 200 preservice teachers at Government elementary
college shahpur sadar, government elementary college Sargodha and government
elementary college mianwali were selected, through simple random technique.
Questionnaire was developed. Questions were open ended for suggestions to improve
the study and made validates with expert opinion. The tool was administrated
physically because it was researcher approach and collected it the same way.
44
5.2Findings
I. In responses of the statement “The activities of educating or instructing are
called instruction” 64 percent strongly agreed, 35 percent agreed, 1 percent
students undecided ,0 percent disagree and 0 percent are strongly disagreed and
the mean score was 4.63
II. In responses of the statement “Instruction is important in learning for
prospective teachers”58 percent strongly agreed, 40.5 percent agreed, 0.5
percent undecided, 0.5 percent disagreed and 0.5 percent is strongly disagreed.
and the mean score was 4.55
III. In responses of the statement “Instruction provides knowledge in a systematic
way” 56 percent strongly agreed, 38.5 percent agreed, 4 percent undecided ,1
percent disagreed and 0.5 percent are strongly disagreed and the mean score was
4.485
IV. In responses of the statement “Standard based instruction helps to guide the
planning, implementation and assessment of student learning” 54.5 percent
strongly agreed, 39 percent agreed ,5 percent undecided ,0.5 percent disagreed
and 1 percent are strongly disagreed and the mean score was 4.455
V. In responses of the statement “Instruction helps the prospective teachers to
achieve the educational goals”50 percent strongly agreed ,43.5 percent agreed ,5
percent undecided ,1 percent disagreed and 0.5 percent are strongly disagreed
45
VI. In responses of the statement “Instruction should be task oriented” 44 percent
strongly agreed ,44.5 percent agreed, 9 percent undecided ,1 percent disagreed
and 1.5 percent are strongly disagreed and the mean score was 4.285
VII. In responses of the statement “Instruction can develop the higher order thinking”
47 percent strongly agreed, 38.5 percent agreed, 8.5 percent undecided, 2
percent disagreed and 4 percent are strongly disagreed and the mean score was
4.225
VIII. In responses of the statement “Instruction develops the attitudes and behavior of
pre service teachers”34 percent strongly agreed, 47 percent agreed, 14 percent
undecided ,2.5 percent disagreed and 2.5 percent are strongly disagreed and the
mean score was 4.1
IX. In responses of the statement “Instruction gives knowledge of different
pedagogical terms to pre service teachers” 34 percent strongly agreed, 42
percent agreed, 16 percent undecided ,4.5 percent disagreed and 3.5 percent are
strongly disagreed and the mean score was 3.985
X. In responses of the statement “Instruction motivates the pre service teachers to
learn about field teaching”36.5 percent strongly agreed, 44.5 percent agreed ,13
percent undecided ,2.5 percent disagreed and 3.5 percent are strongly disagreed
XI. In responses of the statement “Effective instructional practices are necessary to
meet the high level of learning”39.5 percent strongly agreed ,41.5 percent
agreed,16.5 percent undecided ,0 percent disagreed and 2.5 percent are strongly
disagreed and the mean score was 4.155
46
XII. In responses of the statement “Student-centered classroom is essential for
effective instruction” 30 percent strongly agreed,50 percent agreed,14 percent
undecided,3.5 percent disagreed and 2.5 percent are strongly disagreed and the
mean score was 4.015
XIII. In responses of the statement “Assessment is an integral part of instruction” 31.5
percent strongly agreed, 44.5 percent agreed, 17 percent undecided ,2 percent
disagreed and 5 percent are strongly disagreed and the mean score was 3.955
XIV. In responses of the statement “Instruction should be age appropriate” 29 percent
strongly agreed, 50 percent agreed ,17.5 percent undecided ,3.5percent
disagreed and 0 percent students are strongly disagreed and the mean score was
4.045
XV. In responses of the statement “Instruction should be varied” 33 percent strongly
agreed, 46.5 percent agreed ,18.5 percent undecided ,1 percent disagreed and 1
percent are strongly disagreed and the mean score was 4.095
XVI. In responses of the statement “Instruction should be individually appropriate”
27.5 percent strongly agreed ,54.5 percent agreed ,12 .5 percent undecided ,4
percent disagreed and 1.5 percent are strongly disagreed and the mean score was
4.025
XVII. In responses of the statement “Pre service teachers get knowledge of child
psychology from instructions” 34.5 percent strongly agreed, 49.5 percent
agreed, 12 percent undecided,2.5 percent disagreed and 1.5 percent are strongly
disagreed and the mean score was 4.13
XVIII. In responses of the statement “Instruction create interesting environment for
prospective teachers” 32 percent strongly agreed, 50 percent agreed, 16 percent
47
undecided, 1 percent disagreed and 1 percent is strongly disagreed and the mean
score was 4.11
XIX. In responses of the statement “Prospective teachers apply their instructional
knowledge in future teaching” 38 percent strongly agreed, 46 percent agreed, 12
percent undecided , 1.5 percent disagreed and 2.5 percent are strongly disagreed
XX. In responses of the statement “Instruction should be clear and conceptual” 43
percent strongly agreed ,46.5 percent agreed, 8 percent undecided ,1.5 percent
disagreed and 1 percent are strongly disagreed and the mean score was 4.29
5. 3 Conclusion
I. 98.5percent favored that Instruction is important in learning for
prospective teachers while 94.5 percent favored that Instruction
provides knowledge in a systematic way.
II. 93.5 percent favored that Instruction helps the prospective teachers to
achieve the educational goals while 81 percent favored that Instruction
develops the attitudes and behavior of pre service teachers.
III. 81 percent favored that Instruction motivates the pre service teachers to
learn about field teaching while 80 percent favored that Student-centered
classroom is essential for effective instruction.
IV. 84 percent favored that Prospective teachers apply their instructional
knowledge in future teaching while 82 percent favored that Instruction
should be individually appropriate.
48
Recommendations
On the bf above mentioned findings following suggestions were made:
I. Instruction is important in learning for prospective teachers.
II. Instruction helps the prospective teachers to achieve the educational goals.
III. Instruction develops the attitudes and behavior of pre service teachers.
IV. Instruction motivates the pre service teachers to learn about field teaching.
V. Instruction should be age appropriate, varied and individually appropriate.
VI. Prospective teachers apply their instructional knowledge in future teaching.
VII. Student-centered classroom is essential for effective instruction.
VIII. Effective instructional practices are necessary to meet the high level of
learning
49
Bibliography
I. Achilleas Mandrikas • Ioannis Parkosidis • Ploutarchos Psomiadis • Artemisia
Stoumpa • Anthimos Chalkidis • Evangelia Mavrikaki • Constantine
Skordoulis,2012 .Improving Pre-service Elementary Teachers’ Education via a
Laboratory Course on Air Pollution
II. Achilleas Mandrikas • Ioannis Parkosidis • Ploutarchos Psomiadis • Artemisia
Stoumpa • Anthimos Chalkidis • Evangelia Mavrikaki •Constantine
Skordoulis,2012 Improving Pre-service Elementary Teachers’
Education via a Laboratory Course on Air Pollution
III. Akindehin, F. (1988). Effect of an instructional package on preservice science
teachers’ understanding of the nature of science and acquisition of science-related
attitudes. Science Education, 72, 7382.ducation, 3, 1–12.
IV. Bahr, D. L., Shahs, S. H., Farnsworth, B. J., Lewis, V. K., & Benson, L. F. (2004).
Preparing tomorrow's teachers to use technology: Attitudinal impacts of
technology-supported field experience on pre-service teacher candidates. Journal
of Instructional Psychology, 31 (2), 88–97.
V. Barber, M., & Mourshed, M. (2007). How the world’s best-performing school
systems come out on top. New York:
VI. Bishop, A., Clark, B., Corrigan, D., & Gunstone, D. (2006). Values in
mathematics and science education: Researchers’ and teachers’ views on the
similarities and differences. International Journal of Mathematics Education,
26(1), 7-11.
50
VII. Bobbette M. Morgan, Research-Based Instructional Strategies: Preservice
Teachers’ Observations Of Inservice Teachers’ Use, The University of Texas at
Arlington
VIII. Boyd, P. C. (1994). Professional school reform and public schools renewal:
Portrait of a partnership. Journal of Teacher Education, 45(2), 132-139
IX. Brown, D., & Warschauer, M. (2006). From the university to the elementary
classroom: Students' experiences in learning to integrate technology in instruction.
Journal of Technology and Teacher Education, 14(3), 599-621.
X. Brown, S. I. & Walter, M. I. (2005). The art of problem posing (3rd Ed.). New
York: Routledge.
XI. Calderhead, J. (1988). The contribution of field experiences to student primary
teachers’ professional learning. Research in Education, 40, 349.
XII. Carianne Bernadowski,Ronald Perry, Robert Del Greco, 2013.Improving
Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned
XIII. Carpenter, T. P., & Fennema, E. (1991). Research and cognitively guided
instruction. In E. Fennema, T. P. Carpenter, & S. J. Lamon (Eds.), Integrating
research on teaching and learning mathematics (pp. 1–16). Albany: State
University of New York Press.
XIV. Carpenter, T. P., & Moser, J. M. (1983). The acquisition of addition and
subtraction concepts. In Relish & M. Landau (Eds.), the acquisition of
mathematics concepts and processes (pp. 7–44).New York: Academic Press.
XV. Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C. -P., & Loef, M. (1989).
Using knowledge of children’s mathematics thinking in classroom teaching: An
experimental study. AmericanEducational Research Journal, 26, 499–531.
51
XVI. Cochran-Smith, M. (1991). Learning to teach against the grain. Harvard
Educational Review, 61, 279–310.
XVII. Common Core State Standards Initiative (CCSSI). (2010). Common Core
State Standards for Mathematics. Washington, D.C.: National Governors
Association for Best Practices and the Council of Chief State School Officers
XVIII. Cruickshank, D. R., & Arm line, W. D. (1986). Field experiences in teacher
education: Considerations and recommendations. Journal of Teacher Education,
37 (3), 34–40.
XIX. Dale R Rice, 1977 The Effect of Questioning Instruction on Preservice
Elementary Science Teachers vole .14, No.4, PP 353-359(1977).
XX. Dana Ruggiero1 and Christopher Mong ,2013 The International Journal of
Multimedia & Its Applications (IJMA) Vol.5, No.5, October 2013
XXI. Dawson, K., & Dana, N. F. (2007). When curriculum-based, technology-enhanced
field experiences and teacher inquiry coalesce: An opportunity for conceptual
change? British Journal of Educational Technology, 38 (4), 656–667
XXII. Evans, B. P. (2004). A catalyst for change: Influencing preservice teacher
technology proficiency. Journal of Educational Media and Library Sciences, 41
(3), 325–336.
XXIII. Feiman-Nemser, S., & Buchmann, M. (1985). Pitfalls of experience in teacher
preparation. Teachers College Record, 87, 53–65.
XXIV. Fennema, E., Carpenter, T. P., & Peterson, P. L. (1989). Teachers’ decision
making and cognitively guided instruction: A new paradigm for curriculum
development. In N. F. Ellerton & M. A. Clements (Eds.), School mathematics:
52
The challenge to change (pp. 174–187). Geelong, Victoria, Australia: Deakin
University Press.
XXV. Freiberg, H. J. (1995). Promoting reflective practices. In G. A. Slick (Ed.),
Emerging trends in teacher preparation: The future of field experiences, Thousand
Oaks, CA: Corwin, 25–42.
XXVI. Frey, T. (2008). Determining the impact of online practicum facilitation for in-
service teachers. Journal of Technology and Teacher Education, 16 (2), 181–210.
XXVII. GAO, P., Choy, D., Wong, A. F. L., & Wu, J. (2009). Developing a better
understanding of technology-based pedagogy. Australasian Journal of Educational
Technology, 25(5), 714-730.
XXVIII. Grant, J. W., & Deadfall, L. E. (1991). Teacher effectiveness research: A review
and comparison. Bulletin of the Council for Research in Music Education, 108,
31-48.
XXIX. Grossman, P. L. (1990). The making of a teacher. Teacher knowledge and teacher
education. New York: Columbia University, Teachers College Press
XXX. Hammond, M., Fragkouli, E., Suandi, I., Crosson, S., Ingram, J., Johnston-Wilder. P.,
Johnston-Wilder, S.,2010
XXXI. Haydn, T. A., & Barton, R. (2007). Common needs and different agendas: How
trainee make progress in their ability to use ICT in subject teaching. Some
lessons from the UK. Computers & Education, 49(4), 1018–1036
XXXII. Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety.
Journal for Research in Mathematics Education, 21, 33-46.
XXXIII. Heyburn, D. (2004). Technology supports for differentiated instruction. Journal of
Special Education Technology, 19 (2), 60-2
53
XXXIV. Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach.
American Educational Research Journal, 26, 160–189
XXXV. Hopkins, S. (1995). Using the past; guiding the future. In G. A. Slick (Ed.),
Emerging trends in teacher preparation: The future of field experiences, Thousand
Oaks, CA: Corwin Press, 1–9.
XXXVI. Jonassen, D. H. (2011). Supporting problem solving in PBL. The Interdisciplinary
Journal of Problem-Based Learning, 5(2), 95-119.
XXXVII. Joy Bronston Schackow .October 25, 2005, Examining the Attitudes Toward
Mathematics of Preservice Elementary School Teachers
XXXVIII. Kajander, A. (2005). Moving towards a conceptual understanding in the
preservice classroom: A study of learning fractions. Proceedings of the Teacher
Education for the Schools We Need Conference, University of Toronto.
XXXIX. Kajander, A. (2007). Unpacking mathematics for teaching: A study of preservice
elementary teachers' evolving mathematical understandings and beliefs. Journal of
Teaching and Learning. 5(1), pp. 33-54.
XL. Kay, R. H. (2006). Evaluating strategies used to incorporate technology into
preservice education: A review of the literature. Journal of Research on
Technology in Education, 38(4), 383-408.Swain, C. (2006). Preservice teachers’
self-assessment using technology: Determining what is worthwhile and looking
for changes in daily teaching and learning practices. Journal of Technology and
Teacher Education, 14(1), 29-59.
XLI. Kerr, D. H. (1981). The structure of quality in teaching. In J. Solti’s (Ed.),
Philosophy and education (80th yearbook of the National Society for the study of
education). Chicago: University of Chicago Press
54
XLII. Larry Ferlazzo on March 3, 2013 ’Response: "Ten Elements Of Effective
Instruction"
XLIII. Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in
integrating technology into teaching and learning: Knowns, unknowns, and ways
to pursue better questions and answers. Review of Educational Research, 77(4),
575-614.
XLIV. Lederman, N.G. (1998). The state of science education: Subject matter without
content. Electronic Journal of Science
XLV. Lee, C. B., Chai, C. S., Teo, T., & Chen, D. (2008). Preparing pre-service
teachers’ for the integration of ICT based studentcentred learning (SCL)
curriculum. Journal of Education, 13, 15-28.
XLVI. Lim, C. P., Chai, C. S., & Churchill, D. (2010). Leading ICT in education
practices: A capacity building toolkit for teacher education institutions in the
Asia-Pacific. Singapore: Microsoft.
XLVII. Lim, C. P., Chai, C. S., & Churchill, D. (2010). Leading ICT in education
practices: A capacity building toolkit for teacher education institutions in the
Asia-Pacific
XLVIII. Lortie, D.C. (1975). Schoolteacher: A sociological study. Chicago: University of
Chicago Press.
XLIX. Lynn A. Bryan,1 Sandra K. Abell2 Development of Professional Knowledge in
Learningto Teach Elementary Science, Department of Science Education,;
accepted 24 March 1998
55
L. Ma, X. (1999). A meta-analysis of the relationship between anxiety toward
mathematics and achievement in mathematics. Journal for Research in
Mathematics Education, 30, 520-540.
LI. McCaffrey, D. F., Kurtz, D. M., Lockwood, J. R., & Hamilton, L. S. (2004).
Evaluating value-added models of teacher accountability. Santa Monica, CA:
Rand Corporation.
LII. MacDiarmid, G.W. (1990). Challenging prospective teachers’ beliefs during early
field experience quixotic undertaking? Journal of Teacher Education, 41, 12–20.
LIII. McIntyre, D. J. (1983). Field experiences in teacher education: From student to
teacher, Washington DC: Foundation for Excellence in Teacher Education.
LIV. McKinsey & Company.Mortimore, P., & Sammons, P. (1987). New evidence on
effective elementary schools. Educational Leadership, 45 (1), 4-8.
LV. Mishra, P., Koehler, M. J., & Kereluik, K. (2009). The song remains the same:
Looking back to the future of educational technology. Techtrends, 53(5), 48-53.
LVI. Munby, H., & Russell, T. (1992). Frames of reflection: An introduction. In T.
Russell & H. Munby (Eds.), Teachers and teaching: From classroom to reflection
(pp. 1–8). New York: Falmer Press.
LVII. National Council of Teachers of Mathematics. (2003). teaching mathematics
through problem solving: Grades prekindergarten – grade 6. Reston,VA: Author
LVIII. Newman, Fred M. and Gary G.Wehlage. “Five Standards of Authentic
Instruction.” Educational Leadership. Association for Supervision and Curriculum
Development.
LIX. O’Brien, T., & Guiney, D. (2001). Differentiation in teaching and learning:
Principles and Practice. London: Continuum
56
LX. Paraskeva, F., Bouta, H., & Papagianna, A. (2008). Individual characteristics and
computer self-efficacy in secondary education teachers to integrate technology in
educational practice. Computers & Education, 50(3), 1084-1091.
LXI. Pease, P. C. (1996). Contexts: Overview and framework. In J. McIntyre & D. M.
Byrd (Eds.), Preparing tomorrow’s teachers: The field experience, Thousand
Oaks, CA: Corwin Press, 1–7.
LXII. Posner, G. J. (2005). Field experience: a guide to reflective teaching (6th Ed.),
White Plains, NY: Allyn and Bacon.
LXIII. Randy L. Bell, 1 Juanita Jo Matkins, 2 Bruce M. Gansneder1 (2011) Impacts of
Contextual and Explicit Instruction on Preservice Elementary Teachers’
Understandings of the Nature of Science .JOURNAL OF RESEARCH IN
SCIENCE TEACHING VOL. 48, NO. 4, PP. 414–436 (2011)
LXIV. Ridlon, C. L. (2009). Learning mathematics via a problem-centered approach: A
two-year study. Mathematical Thinking and Learning, 11, 188-225.
LXV. Schmidt, H. G. (1993). Foundations of problem-based learning: Some explanatory
notes. Medical Education, 27, 422-432.
LXVI. Schulman, L. (1986). Those who understand: Knowledge growth in teaching.
Educational Researcher, 15(2), 4-14
LXVII. Schwab, J. J. (1964). The structure of disciplines: Meanings and significance. In
G. W. Ford & L. Pun go (Eds.), the structure of knowledge and the curriculum.
Chicago: Rand McNally
LXVIII. Silver, E. A. (2013). Problem-posing research in mathematics education: Looking
back, looking around, and looking ahead. Educational Studies in Mathematics, 83,
157-162.
57
LXIX. Sowder, J. (2007). The mathematical education and development of teachers. In F.
K. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and
Learning (pp. 157-199). Charlotte, NC: IAP.
LXX. Tabachnick, R.B., & Zeichner, K.M. (1984). The impact of the student teaching
experience on the development of teacher perspectives. Journal of Teacher
Education, 35, 28–36
LXXI. teaching.phpttp://www.vwc.edu/education/field-experiences/preservice-teaching.php
LXXII. Wentworth, N., Graham, C. R., & Tripp, T. (2008). Development of teaching and
technology integration: Focus on pedagogy. Computers in the Schools, 25 (1/2),
64–80.
LXXIII. William Anthony Sadera(2001) Conceptual change-based instruction and
preservice teacher technology preparation : A collective case study
.http://guides.main.library.emory.edu/c.php?g=50563&p=325316
LXXIV. http://edglossary.org/direct-instruction/
LXXV. http://study.com/academy/lesson/direct-instruction-teaching-method-definition-
examples-strategies.html
LXXVI. http://study.com/academy/lesson/what-is-differentiated-instruction-examples-
definition-activities.html
LXXVII. http://teach.com/what/teachers-teach/teaching-methods
LXXVIII. http://teachinglearningresources.pbworks.com/w/page/19919560/Instructional%20Approa
che
LXXIX. http://www.edpsycinteractive.org/topics/instruct/instruct.htm
LXXX. http://www.emro.who.int/child-health/IMCI-preservice-training/what-is-it
58
LXXXI. http://www.exeter.k12.pa.us/cms/lib6/PA01000700/Centricity/Domain/31/PA%20State%
20Resource%20Materials/InstrPrac.pdf
LXXXII. http://www.jefflindsay.com/EducData.shtml
LXXXIII. http://www.merriam-webster.com/dictionary/instruction
LXXXIV. http://www.oxforddictionaries.com/definition/american_english/preservice
LXXXV. http://www.thefreedictionary.com/instruction
LXXXVI. http://www.vwc.edu/education/field-experiences/preservice-teaching.php
LXXXVII. https://en.wikipedia.org/wiki/Education
LXXXVIII. https://en.wikipedia.org/wiki/Instruction.
LXXXIX. https://en.wikipedia.org/wiki/Pre-service_teacher_education
XC. https://www.aea267.k12.ia.us/english-language-arts/characteristics-of-effective-
instruction/
XCI. https://www.google.com.pk/webhp?sourceid=chrome-
instant&ion=1&espv=2&ie=UTF-8#q=define+elementary+teachers
59
Annexure 1
The Impact of Instructions on Preservice
Elementary Teachers
Name of the student: __________________ Age: _____ Class: ______
Name of Institution:__________________________________________
Instructions:
SA=strongly agree, A=Agree, UND=Undecided, DA=Disagree, SDA=strongly
agree
Please tick to the answer of your choice write in the space provided as the case may
be:
Q.NO QUESTIONS SA A UND DA SDA

01 The activities of educating or
instructing are called instruction.
02 Instruction is important in learning
for prospective teachers.
03 Instruction provides knowledge in a
systematic way.
04 Standard based instruction helps to
guide the planning, implementation
and assessment of student learning.
05 Instruction helps the prospective
teachers to achieve the educational
goals.
60
06 Instruction should be task oriented.
07 Instruction can develop the higher

order thinking.
08 Instruction develops the attitudes and
behavior of pre service teachers.
09 Instruction gives knowledge of
different pedagogical terms to pre
service teachers.
10 Instruction motivates the pre service
teachers to learn about field
teaching.
11 Effective instructional practices are
necessary to meet the high level of
learning.
12 Student-centered classroom is
essential for effective instruction.
13 Assessment is an integral part of
instruction.
14 Instruction should be age
appropriate.
15 Instruction should be varied.
16 Instruction should be individually
appropriate.
17 Pre service teachers get knowledge
of child psychology from
instructions.
18 Instruction create interesting
environment for prospective
teachers.
19 Prospective teachers apply their
instructional knowledge in future
61
teaching.
20 Instruction should be clear and
conceptual.
62

The Impact of Instructions On Preservice Elementary Teachers

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Impact of Instructions On Preservice Elementary Teachers

Uploaded by

Copyright:

Available Formats

“THE IMPACT OF INSTRUCTIONS ON PRESERVICE

ALLAMA IQBAL OPEN UNIVERSITY

Submitted in Partial fulfillment of the requirements for

The research entitled “A study of The Impact of Instructions on Preservice

Elementary Teachers is conducted under my supervision and the thesis is

fulfillment of the requirement of B.Ed. (1.5) with my permission and

Jawwad Muhammad Shujaat

The research project entitled “The Impact of Instructions on Preservice

Elementary Teachers submitted by Muhammad Ahsan 2016-2018 is accepted and

into reality. I specially dedicated to my dear parents and brother.

Researcher is grateful to my supervisor “Jawad Hassan” for providing moral

support, encouragement, valuable suggestions and kindness throughout the present

The present research aims to explore The Impact of Instructions on

Preservice Elementary teachers. The research was conducted at Tehsil Shahpur

learning, recognize the types of instructions in Preservice elementary teaching,

of instructions in education. Researcher used the methodology regarding descriptive

basis of findings and conclusion. A total of 200 prospective teachers of Government

learning for prospective teachers .Instruction provides knowledge in a systematic way

.Standard based instruction helps to guide the planning, implementation and

assessment of student learning. Instruction helps the prospective teachers to achieve

knowledge of different pedagogical terms to pre service teacher’s .Instruction

2.1 Definition of The Terms 6

3.1 Population of the study 32

Sr.# List of Tables Pg. No

The activities of educating or instructing are called instruction. 34

4.2 Instruction is important in learning for prospective teachers. 34

4.3 Instruction provides knowledge in a systematic way. 35

Standard based instruction helps to guide the planning, 35

Instruction helps the prospective teachers to achieve the educational 36

Instruction develops the attitudes and behavior of pre service 37

4.14 Instruction should be age appropriate. 40

4.17 Pre service teachers get knowledge of child psychology from 42

attitudes and values, especially at a school or university. Education is the process of

facilitating learning, or the acquisition of knowledge, skills, values ,beliefs,

and habits. https://en.wikipedia.org/wiki/Education.An elementary school teacher is a

responsible for the educational and emotional growth of children in a classroom

primary school or elementary school is a school in which children receive primary

responsibilities. It was recommended that the in service teachers have a minimum of

after passing the stat required exams.(Bobbette M. Morgan.)Instruction is the act,

process, or art of imparting knowledge and skill: education, , pedagogy, schooling,

been imparted called instructions e.g.education, erudition, knowledge, learning,

scholarship, science.http://www.thefreedictionary.com/instruction.A statement that

teaching the act of instructing someone is called instruction.

https://en.wikipedia.org/wiki/Instruction.Pre service: Of or relating to the period

training. http://www.oxford dictionaries.com/.

Pre-service teacher education is the education and training provided to student

teachers before they have undertaken any teaching.https://en.wikipedia.org/wiki/Pre-

service_teacher_education.The word in-service training refers to training of persons

requires specific training, i.e. before a person enters servicehttp://www.preservice-

These programs include instruction, content courses, professional education courses,

service teaching is a period of guided, supervised teaching. The college student is

service teacher to assume greater responsibility in classroom management and

service teaching is an essential experience in the professional education program.

experience the demanding and rewarding task of assuming major teaching

in entry level skills in the teaching profession.http://www./preservice-teaching.php.

classroom instruction. Classroom instruction has more impact on student learning

have developed a variety of models of instruction, each designed to produce

models of teaching/instruction (behavioral systems, information processing, personal

targeted. Therefore, as we make decisions about "best educational practices" we must

be certain that we connect recommended practices with specific desired outcomes.

based on specific interpretations of concepts and principles of teaching and learning.

While it is important to learn and practice the approaches developed by others, it is