Tehreem Hassan

8626

(Assignment # 2)

Question 1. How teaching practice is different from internships, give suggestions to get
maximum benefit from the teaching practice?

The biggest difference between an internship and a practicum is that they each have contrasting
purposes. Practicums and internships are both supervised on-site work experiences that allow students
to apply skills and demonstrate competencies, but they have very different scopes. Regardless of the
choice, both offer benefits to students.

The Internship

Internships simulate a real job by requiring the intern to independently apply skills and knowledge in
real world workplaces. Students are assigned to professionals who supervise their duties and workload
while reviewing their performance like an actual manager. During the experience, the internship
program leader will visit the student a few times to evaluate their progress and performance. The
biggest difference between an internship and practicum is the degree of expected involvement with
hands-on work. Interns must actually perform similar duties of their future position.

For example, the education, medical and business fields often use internships. Student teaching interns
collaborate with teachers to independently create and execute group lesson plans. Nursing interns don’t
just document vital signs, they must independently perform evaluation procedures on patients and
consult with their nursing supervisor about the results. Business interns, such as in sales and marketing,
will be expected to take on projects will also perform basic tasks, such as making cold calls and creating
documentation. Internships are usually full-time experiences with assigned work schedules. Interns will
receive academic credit and sometimes a stipend for services rendered.

The Practicum

Practicums are field assignments that allow students to observe and document how working
professionals perform their job duties. These students are assigned a limited amount of tasks that are
performed under the supervision of staff. These students simultaneously enroll in courses that reflect
job duties, expectations and requirements. The expectations associated with each practicum will vary
according to the industry. To illustrate, a teaching practicum may only require the student to observe
the teacher with small group instruction.

Practicums share general characteristics, such as requiring the student to shadow assigned employees
who explain their duties and work processes. These students must observe and correlate field practices
with the theories and methods that are currently being studied. Practicum students must record their
experiences and report to their mentor professor. Students visit the assigned workplace for two to four
hour sessions that occur two or three times per week. Practicums do not provide stipends, but they do
qualify for academic credit. They are often required for certain programs, such as accredited social work
programs.

Both practicum and internship experiences are excellent avenues for preparing graduates for their
future careers. They are both valuable learning tools that afford students rare opportunities to
demonstrate their knowledge and skills in real world settings. Understanding the differences between a
practicum and an internship will help students select appropriate degree programs that will meet their
specific academic needs. The difference between an internship and a practicum lies is that the first is a
paid, hands-on work experience, while the second is an unpaid, hands-off work experience.

Simple Guidelines To Improve Teaching Quality and Effectiveness In The Classroom

1. Introduce technology in the classroom

The modern teacher looking for new ways to engage with their students must be innovative and explore
using technologies that appeal to the students. This does not necessarily mean large investments in
screens and apps. Instead, teachers can use videos, digital games, free online resources and digital tools
that can be easily implemented in their classroom. Young students are more adept with technological
skills, so by integrating technology into the classroom, you will instantly help your students learn better
and faster.

2. Personalise the learning experience of the students

One of the most effective ways to teach is to personalise the learning experience to meet the needs of
each individual learner. While one-on-one instruction geared toward the strengths and challenges of
each student has been the most idyllic teaching goal across ages, the various technological advances
have finally allowed it to become an easily attainable reality in the classroom.
Personalized learning combines face-to-face teaching with technology-assisted instruction and student
collaboration to leverage each student’s learning style and interests. The final aim is to create a
stimulating learning experience for all involved.

3. Involve Parents in The Classroom

The best teachers do not teach in isolation, but they work with the students, keeping parents involved
and informed at all times. One of the best ways, to do this is with the use of  school ERP systems to keep
the parents updated on their ward’s performance. You can also use the school management apps, to
recruit parents to be part of the teaching system, thus making the parents more involved in schools and
classroom.

4. Empower students to be active learners

One of the best ways to improve the quality of teaching in a classroom is for the teacher is to guide
students to be active learners rather than simply be spectators. Active learning can best be described as
a process when students engage with the material, participate in the class, and collaborate with each
other as part of the learning process.  Teachers should, therefore, look at ways to facilitate independent,
critical, and creative thinking by using active learning techniques. These include student collaboration,
asking students to analyse case studies, debates and discussing new ideas both during lectures and
homework.

Today, there is an added impetus and pressure on teachers to change their techniques of teaching to
help foster an era of new learning, essential to tackle complex global challenges.

Question no. 2. Explain the training required for teacher educators so to enable them to
integrate computer associated instruction in teacher education curriculam?

Computer assisted instruction

Computer Assisted Instruction (CAI) refers to an educational system of instruction performed almost
entirely by computer. The term, Computer Based Learning (CBL) refers to the use of computers as a key
component of the educational environment. While CAI and CBL can refer to the use of computers in a
classroom, they more broadly refer to a structured environment in which computers are used for
teaching purposes. Computer programs allow students to work at their own pace along with direct and
individualized feedback. Misconceptions can be corrected as they appear and the students' records and
scores are made available to the instructor. The use of computers in the teaching and learning process is
an important advance in making the highest quality of education universally available, and thus allowing
each person to most fully develop their potential.

Computer assisted instruction (CAI) includes a variety of computer-based packages that provide
interactive instruction. Some are sophisticated and expensive commercial packages while other
applications are simple solutions developed by individuals for a local situation. Since work done in one
subject area is difficult to transfer to other subject areas, much time and money needs to be invested
toward its development. However, once an application has been set up, the cost per additional student
is relatively small. Since fewer face to face lectures and seminars are required, this also places fewer
geographical and temporal constraints on staff and students.

Computer assisted instruction can be Internet-based or run on a personal computer from a CD or DVD.
Presentations on computers are particularly suited to subjects that are visually intensive, detail oriented,
and difficult to conceptualize. Upper level science courses can benefit the most using the "virtual" cases
to illustrate the complex biochemical processes or microscopic images as well as reducing the need to
use animal or human tissue. Since the 1970s, CAI packages have become more advanced, interactive,
and attractive multimedia learning experiences.

 Computer educational systems typically incorporate functions such as:

 Assessing student capabilities with a pre-test
 Presenting educational materials in a navigable form
 Providing repetitive drills to improve the student's command of knowledge
 Providing game-based drills to increase learning enjoyment
 Assessing student progress with a post-test
 Routing students through a series of courseware instructional programs.
 Recording student scores and progress for later inspection by a courseware instructor.

With some systems, feedback can be geared towards a student's specific mistakes, or the computer can
navigate the student through a series of questions adapting to what the student appears to have
learned or not learned. This kind of feedback is especially useful when learning a language, and
numerous computer-assisted language learning (CALL) programs have been developed. A typical CALL
program presents a stimulus to which the learner must respond. The stimulus may be presented in any
combination of text, still images, sound, and motion video. The learner responds by typing at the
keyboard, pointing and clicking with the mouse, or speaking into a microphone. The computer offers
feedback, indicating whether the learner’s response is right or wrong and, in the more sophisticated
programs, attempting to analyze the learner’s response and to pinpoint errors.

The term, "Learning Design", refers to the type of activity enabled by software such as the open-source
system LAMS (Learning Activity Management System which supports sequences of activities that can be
both adaptive and collaborative. Computer-aided assessment (also but less commonly referred to as e-
Assessment), ranges from automated multiple-choice tests to more sophisticated systems.

Communication technologies are generally categorized according to whether the activity is done at the
same time as others online or not. Asynchronous activities use technologies such as blogs, wikis, and
discussion boards. Synchronous activities occur with all participants joining in at once, as with a chat
session or a virtual classroom or meeting.

Factors That Influence Computer Assisted Instructions

The Guide refers to the preparation, presentation, and assessment of CAI. It should be an aid for those
who teach CBB with CAI in class, and it is expected to stimulate student motivation and deeper learning
in CBB, thus making class time more effective and improving satisfaction of both students and
instructors.

1. Ensure That CAI Activities Are Integrated into Your Curriculum

CAI activities in a course should not be isolated exercises, but should be embedded in lesson plans and
integral to the instructor's goals. The instructor should be very explicit about what students are
expected to achieve with computer activities (see principle 7). For example, to ignite student interest on
metabolism at the systems level, simulations of metabolic conditions associated to sports have been
proven quintessential, even when simulations are used in lecture halls. Also, activities have been
reported in which CAI is contextualized by problems that require the of mastering CBB  . Explicit
statements on CAI should be included in the complete list of instructional objectives, and should be
carefully defined in terms of both the content and the skills to be addressed The use of software should
take into consideration student computational and visual skills so that they can make the most of CAI
sessions.
2. Do Not Overuse CAI

CAI is the first option, if the goal is developing students' IT skills or other skills difficult to attain in the
real world. For instance, computer-based laboratory simulations have been used in place of dangerous,
time-consuming, ethically constrained, or expensive experiments . However, for the majority of
instructional objectives, CAI is one among several alternative teaching strategies. If a strategy currently
in use is effective, do not replace it automatically with CAI. Analyze advantages and drawbacks of CAI,
and let the results of the analysis dictate the decision. For example, software that simulate
chromatography will always be precious learning tools, but students who are taking an advanced course
on biochemistry might need to go through real laboratory classes. A well-balanced repertoire of
instructional approaches is a major characteristic of successful teaching. For instance, effective blended
approaches in which pencil and paper activities are articulated with CAI have been reported in
introductory CBB courses 

3. Plan for Uses of CAI Adjusted to Infrastructure and Resources Available

Inadequate infrastructure and deficient on-site technical or teaching assistance can limit the
effectiveness of CAI applications, so plans should be adjusted to existing conditions.

The following items should be included in a checklist: (a) facilities (physical space, number of machines,
etc.); (b) characteristics of the computers (CPU performance, display size, and resolution, etc.); (c)
technical support (essential for setup and troubleshooting); (d) onsite teaching assistants; (f) ethical and
copyright issues; (g) connectivity and network. All instructors should be familiar with the CAI resources.
Therefore, training sessions should be provided for instructors when necessary.

4. Maximize Interactivity

Science and engineering students are more motivated and learn better when they are actively engaged
than when they are simply watching and listening [15],[16]. Give preference to computer resources that
provide engagement [17]. Effective applications often require students to make decisions through a
context-sensitive system. Further examples include simulators of biological processes [18] and tutorials
based on incremental cycles of data presentation, user action, and system feedback (Figure 1). Notice
that while a tutorial provides a pathway for the learner, a simulator does not (as a consequence, many
learners require external orientation). Tutorials also provide more control over the duration and the
products of instruction [19]–[21]. Some ingenious applications combine both approaches by embedding
a simulator into a tutorial [22]. When software does not include a tutorial, the definition of appropriate
exploratory pathways rests with the instructional design. For instance, research papers have been
converted into case studies which required students to use online resources to explore sequences or
structures [22]. Whatever your choice, minimize the need for screen reading of both text and diagrams.

5. Allow for Different Rates of Progression in Class, but Ensure That All Students Reach the Objectives

Student-centered learning in class can be implemented with CAI [7],[8],[23]. Once the instructional
objectives are explicit and available to students (see principle 7), you should allow variations in
individual or team progression in the same class without considering it a disadvantage for students or a
threat to your control. In fact, it is quite the opposite: different paces stimulate peer collaboration and
classes become easier to manage [24]. Another advantage is the stimulus to the development of the
ability to communicate concepts [24]. In this regard, grouping students from biology and computer
science backgrounds has been reported to be a rich exchange opportunity to sum up complementary
competencies in bioinformatics classes [25]. A CAI class in which all the students follow the rhythm of
the instructor could be a lecture in disguise.

6. Define Milestones and Coach Students through Them

Providing the appropriate guidance becomes critical when CAI is used with complex problems [26].
Students should not be too lost, nor should they be guided to the extent that they become mentally
inactive. Milestones or checkpoints for the achievement of certain goals can both facilitate class
progress and allow it to be monitored. For example, we have observed that there may be a number of
students who do not pay too much attention to an activity that is simply recommended and never
checked explicitly. In our experience, defining beforehand the evidence that will be asked for from every
student and requesting that evidence in a timely manner can put students back on a good track.
Therefore, define milestones for roughly every 20 minutes and use them as checkpoints; s the class
periodically and give more direct guidance to anyone who needs it. A good way of committing students
to checkpoints is to assign credits to those who make appropriate progress. Coach them; emphasize
successes, and encourage learning from failures.

7. Ensure Students Understand the Scope and Objectives of Assignments

Make sure that your students read and understand the CAI tasks, the deadlines, and their role in
instruction. Present instructional objectives in terms of contents and skills, for example, “at the
conclusion of this exercise you should be able to search a database for specific gene sequences.” Adjust
the intended conceptual depth and mastery of skills to a feasible level. A good challenge pulls the
student ahead and promotes learning, whereas objectives that are out of reach result in frustration.
Keep in mind that students often find it difficult to work to achieve instructional objectives. A clear
understanding of goals will increase student motivation, independence, and satisfaction with the CAI
class [27].

8. Be Sure Students Understand the Models Presented on the Screen

The dynamic presentation of processes and theoretical models is a great strength of CAI  [28]. When
teaching with models, pay special attention to the following issues: (a) students have different levels of
visual literacy, thus they might interpret and understand visuals (animated or static) in very different
ways [29]; (b) models represent reality but are not reality, so students should understand what a model
can and cannot explain; (c) students often interpret models according to previous misconceptions,
which can seriously impair learning [29]. Address these issues by communicating with your students
before and during CAI. Pose questions about the models that require more than rote memorization.
Finally, choose the models based on clarity, accuracy, and adequate representation. Stunning but overly
busy animations may transform your CAI into mere entertainment.

9. Assess and Evaluate Student Performance When You Use CAI

Always be aware that assessment drives learning. Students tend to ignore instructional activities that
make no contributions to marks [30]. It is therefore of the utmost importance that you assess at least
some of the CAI outcomes. This means examining and marking students for CAI performance, which may
be done through written tests (cognitive interpretations) or computer exercises. For example, in CAI of
statistics, we have observed that including the actual performance in the use of the software as an
assessment item resulted in higher learner commitments. Campbell describes Web-based assignments
which target student knowledge on CBB, mastering of online Bioinformatics tools, and the most complex
cognitive levels [23]. In your course notes, be very clear that you will do the assessment, and provide the
essential information regarding when and how you will do it. Answers to evaluation questions
embedded in instructional software can be considered for evaluation purposes 

10. Use the Computer under an Appropriate Paradigm

CAI is not the only solution in education, and your syllabus may be better taught by alternative
methodologies. CAI is powerful in achieving educational goals such as the development of skills involved
in data searching, integration and analysis, leverage of IT proficiency (in both synchronous and
asynchronous modalities), and the development of visual literacy. However, merely using keyboards and
screens instead of pen and paper does not guarantee improvements in teaching or learning  [32]. If you
are considering adopting CAI, focus on the paradigm in which you will use it.

Question no. 3: Why micro level teaching is important for teacher training? How it helps to
improve competence of teachers? Provide examples.

The art of teaching does not merely involve a simple transfer of knowledge from one to other. Instead, it
is a complex process that facilitates and influences the process of learning. Quality of a teacher is
estimated on how much the students understand from his/her teaching. The classrooms cannot be used
as a learning platform for acquiring primary teaching skills. Microteaching is a laboratory technique of
teacher training in which the complexities of normal class room teaching are simplified. It is described as
a ‘Scaled down teaching encounter in class size and class time’ (Allen and Ryan1969). This training
technique provides teachers an excellent opportunity to improve their teaching skills and follows the
Skinners’ Theory of Operant Conditioning and it also has a scientific basis (Passi, 1976). Knowledge
acquisition, skill acquisition, and transfer are the three different phases of microteaching (Passi, 1976).
Knowledge acquisition phase is the preparatory, pre-active phase, in which the teacher gets trained on
the skills and components of teaching through lectures, discussion, illustration, and demonstration of
the skill by the experts. In the interactive, skill acquisition phase, the teacher plans a micro-lesson for
practicing the demonstrated skills. Ultimately, they can integrate and transfer these learned skills from
simulated teaching situation to real class room teaching (Passi and Shah, 1976). Adequate and
appropriate constructive feedback for each skill can encourage re-teaching and re-implementing of the
skill. The entire faculty play dual role of trainee and constructive evaluators

Many believe that teacher is born and some believe that teachers are made. Any way the services of
good teachers are essential for improvement of the society. The classroom transaction by teacher is
quite essential and this can be improved by practice. There are various ways of improving the classroom
transaction. Microteaching is also an important method for enhancing the teaching capacities. The
classroom complexities are reduced in this technique and simulated conditions are provided for
practice. The reduction in class size, teaching content, teaching skills and content is a boon to neo-
teacher trainee. The observations and suggestions of peers are helpful in effective learning of skills. The
research studies suggest that this technique helps in better teacher training. However, it is also known
that the teacher trainees are not giving their best in the classroom. Hence, this made the investigators
to study the use of microteaching in the teacher trainees. MICROTEACHING DEFINITION Microteaching
is a teacher training technique for learning teaching skills. It employs real teaching situation for
developing skills and helps to get deeper knowledge regarding the art of teaching. . Microteaching is a
laboratory technique of teacher training in which the complexities of normal class room teaching are
simplified. Micro-teaching has been defined differently by different educationists. Some of its definitions
are a follows Allen (l968) defined micro-teaching as “Scaled-down teaching encounter in class size and
class time.” Bush (1966) defined it a “A teacher-education technique which allows teachers to apply
clearly defined teaching skills to carefully prepared lessons in a planned series of five to ten minutes
encounters with a small group of real students, often with an opportunity to observe the results
onvideo-tape”. Cooper and Stround (1966) defined it as “A scaled-down encounter in which the intern
teaches for a short period of time, to a group of four students on some topic in his teaching subjects”.
Allen and Eve (1968) defined microteaching as “A system of controlled practice that makes it possible to
concentrate on specific teaching behaviour and to practice teaching under controlled conditions”

EFFICIENT TECHNIQUE AND EFFECTIVE TEACHING

Microteaching can be practiced with a very small lesson or a single concept and a less number of
students. It scales down the complexities of real teaching, as immediate feedback can be sought after
each practice session .The modern-day multimedia equipment such as audio–aids i.e. computer laptops
television live objects have a key role in the learning process .Observing a fellow teacher and using a
trial-and-error in own teaching sessions are very common way of self-training. But, both of them have
their own demerits. On the other hand, microteaching helps in eliminating errors and builds stronger
teaching skills for the beginners and senior teachers. Micro teaching increases the self-confidence,
improves the in-class teaching performances, and develops the classroom management skills.

THE CONCEPTUAL FRAMEWORK CONCEPT OF MICRO-TEACHING

Teaching is a unique and complex activity. It is mysterious in its success and failures. A peep into
research on teachers and teaching effectiveness conducted during the current century reveals that
majority of the studies in this area were directed towards finding out characteristic of good and bad
teachers. The dominant theme of these studies had been the search for good teachers, but the yield has
not been high. In the programme of teacher training, ‘Student Teaching’ occupies a pivotal place. Unless
the teacher can be effective in the class room, the knowledge of theory and other things is of no use.
Unfortunately, this important aspect of teacher-training programme is not given due attention in most
colleges of education. Unless the teacher can teach effectively in the class room, his training cannot be
complete. There is a need to pay more attention to this aspect of teacher-training. The term micro-
teaching was first coined in 1963, but the concept has never been a static one. It continued to grow and
change and developed both in focus and format. of normal class room teaching are simplified. It is
described as a ‘Scaled down teaching encounter in class size and class time’ (Allen and Ryan, 1969).The
scaling down been done in three directions

1. The duration of a microteaching session is only from five to fifteen minutes.

2. The size of the class ranges from four to ten students.
3. The whole process of ‘Student Teaching’ is broken up into a number of skills; and training in the
skills of teaching is provided separately in micro- lesson sessions.

PREPOSITIONS OF MICRO-TEACHING

The basic prepositions underlying microteaching are as follows: It is a real teaching. 2. It simplifies the
classroom teaching in terms of class size, time, content etc. 3. It focuses on training for the
accomplishment of specific tasks. 4. It allows for the increased control of practice. In practice setting of
microteaching, various factors like time, students, methods of feedback and supervision etc. can be
manipulated. 5. It greatly expands the normal knowledge of result of feedback dimension in teaching.
Immediately after teaching a micro-lesson, the trainee gets a feedback about his performance and
several sources of feedback may be used.

PRINCIPLES OF MICRO-TEACHING

On the basis of the learning theories, the following principles underlie the concept of microteaching

 Capabilities of the learner must consider when a decision of what to teach is made. In pursuance of
this principle, a trainee is given the opportunity to select a lesson content in an area of his greatest
competence so that he may feel at ease with the subject matter.
 The learner must be motivated intrinsically. In line with this principle, intrinsic motivation in the
context of microteaching is created through cognitive and effective discrepancy between his ideas, self
concept a teacher and his real teaching.

 Goals are to be realistically set. In keeping with this principle in the microteaching setting, attempt is
made to modify only modifiable behaviour which trainee wants to change.

 Only one element of modifiable behaviour is to be worked on at a time. In pursuance of this principle,
in any microteaching session a trainee practices one skill at a time and moves to the next only after he
has achieved mastery over it.

 Active participation by the student is necessary in order to modify his behaviour substantially. In
accordance with this principle, in any micro-teaching situation a trainee engages actively in practicing a
skill in which he wants to be perfect.

 Knowledge and information about one’s performance helps the learner. Transfer of learning will be
better if the learner gets the feedback related to his performance. In view of this principle, if any
microteaching session a trainee is provided knowledge and information about his performance by
supervisor with or without the help of videotape or an audio tape.

 Transfer is maximized due to immediate feedback which informs the trainees of their defective
practices before they become habitual. According to this principle, in microteaching setting a trainee is
provided immediate feedback regarding his performance, thereby eliminating any chance of wrong
practice.

 Spaced distributive recalls are advantageous as learning and maintenance of a skill are best
accomplished through spaced practice over a period of time. In keeping with this principle, in
microteaching, students are provided experience in various skills over a considerable length of time.

THE STEPS OF MICROTEACHING

 Plan,  Teach,  Observe,  feedback  Re-plan,  Re-teach  Re-observe  Re-feedback has evolved as
the core component in 91% of on-campus teaching development programs, with the significant
reduction in the teaching complexities with respect to number of students in a class, scope of content,
and timeframe, Most of the pre-service teacher education programs widely use microteaching, and it is
a proven method to attain gross improvement in the instructional experiences. Effective student
teaching should be the prime quality of a teacher. As an innovative method of equipping teachers to be
effective, skills and practices of microteaching have been implemented.

PROCESS OF MICRO-TEACHING

The microteaching programme generally consisted of two phases namely, orientation phase and
practice phase.

1. ORIENTATION PHASE The purpose of this phase is to bring a clear understanding of the microteaching
technique, teaching skill, process of feedback, observation of the lesson, preparation of lesson plan, aid
other elements of micro-teaching. This phase forms a base to practice particular teaching skill.

2. PRACTICE PHASE The practice phase is the main phase of the micro-teaching programme. In this
phase, trainees practice the required teaching skill. The trainee does so by following the six steps
mentioned below. The completion of these steps means one microteaching cycle. This cycle may
continue till the trainee mastered the given skill. Each step of the microteaching cycle is given below 
The trainee plans a short lesson which he can use the skill which he wants to practice.  Trainee teaches
the lesson to small group of pupils which is videotaped or audiotape or observed by supervisor and/or
peer(s).  Feedback is provided to the student teacher by videotape or audiotape recorder or who
observes, and analyses his lesson with the help of supervisor. The supervisor attempts to make so in
forcing comments about instances of effective use of the skill and draws the student’s attention to other
situations where the skill could have been exercised  In the light of feedback and supervisor’s
comments, the student teacher re plans the lesson in order to use the skill more effectively.  The
revised lesson is re taught to different but comparable group of pupils.  Feedback is again provided (re-
feedback) on the re-teach lesson which is analyzed with the help of the supervisor.  The ‘teach-re
teach’ cycle may be repeated till adequate level of skill-acquisition takes place.

IMPORTANCE OF MICROTEACHING

The importance of microteaching has been discussed under the following heads 1. It is a safe practice:
Practice is essential for many learning activities. Practice is the normal class-room whether by a student
teacher or by experienced teacher brings with it certain constraints. It is felt that students are to be
skillfully taught, not practiced on. Practice may take place within a larger block of time. It must be
integrated into the flow of longer lesson. Most important factor taking in our classroom teaching is the
limited opportunity for the student teacher to receive feedback for his performance. 2. A focused
instrument: Teaching is a complex activity. It can be analyzed into component skills or behaviours. The
microteaching environment enables a student teacher to focus attention on and practice on specific skill
at a time until he acquires competence in it. Provision of feedback accelerates this process. After
acquiring competence in a number of skills in this way, the student teacher takes to microteaching. 3. A
vehicle for continuous training: Microteaching is a useful vehicle for providing continuous training to
serving teachers. Most of the teachers who reach their professional plateau do not want to improve
their skill of teaching. This is also true of the teachers who enjoy high reputation for their skill of
teaching. The main reason for such a tendency is that they do not find a way to experiment with new
skills of teaching thereby improve upon them. Microteaching helps in overcoming such lacuna. It
provides setting for experimentation. Again with the introduction of new curriculum, teachers are
required to acquire new skills of teaching. .Microteaching helps them in acquiring such skills. 4.
Modeling instructional skills: The microteaching setting demonstrations of good teaching given by
teachers can be recorded on videotape or observed by supervisor. Such a recording or observation
analyzed to identify component skills comprising teaching which is a complex activity. Similarly, sub-
behaviours underlying each skill can also be identified. This knowledge so obtained helps in building
models of various component teaching skills. These models are presented before the trainees so that
they may make their behaviours according to the models of the skills by practicing in the microteaching
setting. 5. A new approach to supervision: The approach to supervision under microteaching is non-
evaluative. In the microteaching setting a supervisor acts as a guide or an adviser. He helps the trainee
teacher or the practicing teacher to improve his skill of teaching. Before the commencement of practice,
both the teacher and supervisor are clear about the objective to be achieved or skill to be
demonstrated. They are also clear about the mode and instrument of assessment to be used. Such a
procedure provides common frame of reference for the supervisor and the trainee for a dialogue. The
suggestions given by the supervisor are incorporated in the new lesson or reteach practice. 6. A new
research too: There are many variables which may affect the teaching-learning process. Such variables
are the size of class, quality of the student, the length of the period, the motivation of the students etc.
Microteaching helps the researcher to exercise control over suchvariables and thereby enables him to
see the effect of independent variables over the dependent variables. Microteaching is also suitable for
pilot studies. Before embarking on large experiments same problem can be worked out in micro-
teaching setting.

EDCATIONAL IMPLICATIONS
In pakistan, Microteaching is a recent innovative technique of training teachers. It has been introduced
in some universities and teachers training Institutions for the last few years as part of their regular
practice teaching programme. During the last few years so many secondary teachers’ education
institutions have tried this technique as part of a research project. It has been felt that a sound training
strategy should be worked out which is based on the available research findings. The results of this
experiment therefore have direct relevance to this need. The findings will prove useful in effective
micro-teaching as a powerful supplement to the existing student teaching programme. The N.C.E.R.T.
Microteaching project carried out during 75—76 provided ample proof in support of micro-teaching as
on effective technique of developing specific teaching skills and teaching competency in pupil teachers.
The present experiment involving various components of microteaching and their important variations.
Therefore, large scale orientation programme for teacher educator will have to the organized to train
then in the microteaching technique and to help them plain and carry out more effective pupil teaching
programme using micro-teaching as a supplementary device. For wider adoption of microteaching
technique is an integral part of normal pupil teaching programme, the B.Ed. curriculum, particularly the
student teaching and its evaluation may be revised. Objectives should be tested in terms of teaching
skills and specific teacher behaviour. Though this innovation is the only innovation which has been tried
out too vigorously in the area of teacher education, still it needs more vigorous researches. Some
studies may be undertaken to throw more light on the promise of technique and it use in improving
teaching competence and integration of skills in pre-services as well as in-service teachers, some studies
will be conducted to increase efficiency of the technique in terms of economizing inputs, or in terms of
improved output and in term of training effects and their retention.

CONCLUSION

Preparing an effective teacher today is a challenging task. Unless the student-teacher can deliver
instruction effectively, his training is of no use. Microteaching is one of the innovations designed to
strengthen the teacher training programme. The dearth of studies in the pakistann context and the
influence of the variable, microteaching training technique on teaching performance of students and
especially in the case of student-teachers, who are going to be the future teachers, require a much
deeper investigation microteaching training technique has a positive influence on the teaching
performance of student-teachers. The present study is limited to pr eservice teachers only. Future
studies can be extended to improving the teaching competencies and assessment of teaching skills in-
service teachers also. Studies can also be carried out to increase the efficiency of the IJELLH Volume V,
Issue X, October 2017 858 existing technique. It may not be wrong to say that in such defective practical
and theoretically overloaded teacher education programme, the trainee remains almost at the same
level in his teaching competence even after training. To improve the skills in teaching and to help
studentteachers emerge as effective and competent teachers, microteaching teacher training technique
is essential Practice

Question 4: Compare the teacher education curriculum of UK and Pakistan?

Teacher Education Programs at Pakistan

Primary School Teachers

Teacher training at the post secondary level takes place in Regional Institutes of Teacher Education
(RITE), and at the Allama Iqbal Open University Islamabad for a one-year program known as the Primary
Teaching Certificate. In addition, prospective teachers are also prepared at the private sector institutions
affiliated or enlisted with universities of public or private sector.

Secondary School Teachers

Government training institutes of education and different affiliated colleges in private sector train
teachers for the secondary school level. They are awarded a Certificate of Teaching (CT) for one year
study after passing the examination of Higher Secondary School Certificate.

Teacher Education at Universities

The prospective teachers aspiring to teach at the higher secondary school level study for one year at the
Education Colleges for the Bachelor of Education (B.Ed.) degree, after two-year bachelor’s of Arts or
Science (BA/BSc) education. Teachers possessing B.Ed degree are eligible to teach at the Secondary
school level. Masters of Education (M.Ed) is a one year university education after completion of B.Ed.

Policy Priorities for Teacher Education

All the National Education Policies of Pakistan have accorded great importance to teacher education.
The 1959 Commission on National Education stressed upon the necessity of adequate pre service
teacher education gave recommendations about functions of teachers in a university and about
selection and promotion of teachers. The Education Policy 1972-80 estimated the teacher producing
capacity of then existing 12 teacher training colleges and 55 teacher education institutions in Pakistan,
to be four thousand which was much less than the estimated demand of three hundred thousand
additionally required teachers. It recommended the introduction of Education subject at Secondary,
Higher Secondary and Degree level and students qualifying these subjects were suggested to be taken as
primary, middle and high level teachers. Relaxation of training requirements for women teachers in
special cases was recommended in order to increase the number of women teachers. An academy for
teachers’ and educational Administrators’ training was recommended to be set up. The outdated nature
of the teacher training courses was admitted, and their revision was recommended, along with this
preparation of model standard textbooks for teacher trainees were advised.

The National Education Policy 1979 had vividly valued the significant role of teachers in the effective
implementation of the education policies. It was asserted that teacher is the pivot of the entire
educational system. In order to promote pre-service teacher education, all the Primary Teacher Training
Institutions were planned to be upgraded to Colleges of Elementary Education. An Academy of Higher
Education was approved to be established to provide in-service and pre-service training to the College
and University teachers. Another Academy for Educational Planning and Management was also
established to provide opportunities of training to administrators and supervisors working at different
levels of the educational system. This National Education Policy envisaged that every teacher would be
expected to undergo one in-service course during five-year cycle of his/her service. A system of National
Awards for best teachers was planned to be instituted. Every year ten teachers of various levels and
categories were planned to receive these awards from the President of Pakistan at national level. Similar
awards were planned to be given to selected teachers by the respective provincial governors.

The Sixth five Year Plan (1983-88), earmarked sixty million rupees for the teacher education programs to
establish additional primary and secondary teacher training institutes and to enhance the training
capacity of the existing primary and secondary teacher training institutions, and departments of
Education at the Universities. This plan was unique in the sense that it allocated special funds
categorically for the teacher education programs. Prior to this the trend of blanket approval was in
practice and the badly needed requisite improvement in the standard of teachers could not be
facilitated. The incremental allocation, as given in the following table reflected the increased importance
accorded to teacher education.

Table: 1.1 The Sixth Five Year Plan’s (1983-1988) Allocations for Teacher Education

Year Recurring Expenditure Developmental Expenditure (in million rupees)

1983-84 12 16

1984-85 14 20

1985-86 18 27

1986-87 20 32

1987-88 24 38

Total 88 133

The Seventh Five-Year Plan (1988-93) identified a number of shortcomings in the teacher training
programs, which included the irrelevancy of curriculum for PTC and CT; the inadequacy of the training
duration, of in service training, and lack of good career prospects due to which good students were not
attracted to the profession of teaching. It was proposed to improve the efficiency of teachers by
gradually raising the minimum qualification, revitalizing the teacher training programmes, continuous in-
service education and providing better career proposals to teachers. The Ninth Five-Year Plan focused
upon the strengthening of one hundred and twenty then available teacher training institutes. The high
priority attached to the promotion and facilitation of teacher education as envisaged in the above
mentioned policies and plans spoke of the importance accorded to teacher education by all the
governments of Pakistan.

Entry Qualification

The requisite entry qualifications into the teaching profession at different levels are as follows:

a) Primary Level (I-V) : Matriculation + one year teaching certificate (PTC)

b) Middle Level (VI-VIII) : Intermediate + one year teaching certificate (CT) and,

c) Secondary Level (IX-X) : B.A/B.Sc + one year Bachelor of Edu. degree course/B.Ed

Non Formal Teacher Education

Allama Iqbal Open University (AIOU) is offering non formal teacher training courses for both male and
female students living in the far away areas of the country. These programs are substantially
contributing to the provision of trained teachers.

United Kingdom’s System of Education

In Britain compulsory schooling takes place between the ages of five and sixteen. The over riding
objectives of the government’s education policies are to raise standards at all levels of ability, increase
parental choice, make further and higher education more widely accessible and more responsive to the
needs of the economy, and to achieve the best possible returns from the resources invested in the
education service. (Britain 1990) [7] Parents are legally bound to ensure that their children aged five to
sixteen regularly receive efficient full time education. Most students receive free education financed
from public funds, and a small proportion attends private schools independent of public financial
support. Pupils follow a common curriculum leading to the General Certificate of Secondary Education
(GCSE) and Vocational Certificate of Secondary Education (VCSE). Students are allowed to select a
number of GCSEs, VCSEs as per their personal preferences and aptitudes. Quite a few schools cater for
the educational needs of the students for additional two years till they sit for the Advanced Level of
General Certificate of Education. (GCE A Levels)

Primary and Secondary Schools

Ninety percent of boys and girls are taught together in most primary schools. Most independent/private
fee-charging schools are mixed at the primary level and single-gender at the secondary level. These
schools are registered with, and inspected by the government and governed by an independent board.
No fees are charged in government schools, which are governed by the Local Education Authorities
(LEA). There is no statutory requirement to provide education for the under-fives, but nursery education
is well established now. Compulsory education begins at five at infant schools and at seven they go to
junior/primary schools. The average age of passing out from primary school and entry into secondary
school is eleven years. Schools are organized in a number of ways including secondary schools with age
range, from 11 to 18; middle schools whose students move on to senior comprehensive schools at the
age of 12 to 16. Tertiary colleges offer a full range of vocational and academic courses for students over
16.

Examinations

At the completion of the secondary education at UK, at the age of sixteen, secondary school students
appear for the General Certificate of Secondary Education (GCSE). This examination in order to raise the
standard of performance has replaced General Certificate of Education (GCE), Ordinary Level (O Level),
and the Certificate of Secondary Education (CSE) since 1988. GCSE examination is taken after five years
of Secondary Education and evaluated at a seven point scale of grades, A to G. The GCSE Advanced level
(A Level) examination is taken after two years of further study. Its successful completion qualifies the
student for induction into universities.

Question no.5: Explain the process of establishing partnerships among the teacher training
institutions in Pakistan

Establishing Partnerships Partnerships with Teacher Training Institutions

Partnerships in the context of education are establishing relationships for collaborating and cooperative
ventures. In the preceding sections, we have partnerships among colleagues for cooperative teaching
and volunteers for remedial groups. As teachers and teacher, educators, we need to build partnerships
with teacher training institutions and parents. Partnerships with both parents and training institutions
are very important. The partnership of schools with teacher training institutions will help build
collegiality. The collegiality element built through partnerships of teacher training institutions will
naturally pass on to schools when the new teachers get recruited. Richard Wallace has in detail
described the partnership with the teacher training institutions. We can now read it to see its strengths.
Establishing Partnerships between Schools and Teacher Training Institutions (Ch. 12, pp. 150-162) by
Richard Wallace. Jr. The Making of a Teacher: Teacher Knowledge and Teacher Education, Pamella L.
Grossman, Teacher College Press, Columbia University. 9.6 Partnerships with Parents Parents have
expectations from schools and the teacher for their teachers. More than often when parents complain
about the schools and the teacher, the reason is the lack of communication and relationship. This
missing link can cause many problems both for the child and parents. As teachers we should strive hard
to build a partnership — a partnership which in the long run would be beneficial. Partnerships with
parents do not mean becoming member of P.T.A. PTA is a very small element of the partnership. The
partnership has many angles to it. Let’s see those aspects in the document by Penny Kenway. Working
with Parents. Penny Kenway, Reading and Language Information Centre & Save the children. 9.7
Teaching should not be a lonely or isolated activity. Teachers need opportunities not only to talk to each
other about their work, but to work together and use each other as resources. Exercise Plan two
activities one for partnership with a teacher and training college and one with parents. Note the benefits
of each partnership. 98 9.6 Reflective Practice Reflective practice is not a new concept. Good teaching
always calls for selfevaluation. Reflective practice is much more than self-evaluation. Better teaching
requires that

teachers reflect on themselves and their practice for improvement. In the process of this reflection we
make use of systematic inquiry. Reflecting on practice can help teachers to establish what they believe is
right and to be able to articulated it. It can also help them to challenge their own thinking and to admit
that sometimes they may be wrong and other may be right. If teachers can be clearer about the beliefs
and purposes behind their actions, their ways of doing things, and the theories on which they are based,
they will be better able to make decisions about their own personal development, and to change their
practice in ways which are right for them. Sorting out what you as individuals believe about learning and
teaching is, as important as coming to a collective response with colleagues. Reflective on our actions is
not easy. It requires willingness to be open and honest and a readiness to be self critical and prepared to
ask questions “How am I doing?” “How have I done?” Simon Collin, Thierry Karsenti & Vassilis Komis
(2013) has described reflective practices as a process (examining, thinking and understanding, problem
solving, analyzing, evaluating and/or constructing, developing and transforming) concerning a particular
object (practice, social knowledge, experience, information, theories, meaning, beliefs, self and/or
issues of concern) and in view of achieving a particular goal, or rationale (think differently or more. Let's
read it for yourselves. Simon Collin, Thierry Karsenti & Vassilis Komis. (2013). Reflective Practice:
International and Multidisciplinary Perspectives, Reflective Practice Vol. 14, No. 1, 104–117 9.8
Reflecting on what we as individuals truly want to achieve in our job is important starting point for
identifying personal and professional development needs. Exercise Pick out one instance/practice from
your experience which can lend to reflective practice. Be honest in handling that situation. 9.7 Self-
Assessment Question What strategies can teachers adopt to reflect on their practice and their thinking
and to take responsibility for their own development? 99 9.8 Action Research Action research is not like
traditional research progressing from the initial question to the formulation of data collection, analysis
and conclusion. It is about what goes on in the class and the actions taken by you. In this you highlight
the process along with tile content, rather than the content alone. The focus is on teaching, in addition
to student outcomes, and on the interplay between the two. We have the details other action research
in the book of Educational Action research. You may like to read it for yourself in the Columbia
University Publication. Educational action research becoming practically critical. Susan E. Noffke. Robert
Stevenson. Editors Teacher College. Columbia University (pp. 2–10:22–28). 9.9 Exercise You have read
the action research chapter, how can you utilize this experience in your own situation and help yourself
become practically critical? 9.9 Bits and Pieces At the outset of this unit, we had given you the teacher’s
tool kit. The tool kit gave you exposure to the different skills for you. Now we have some bit and pieces
for you. You may consider them as gadgets to aid with your tool kit. Why don’t you look at the bits and
pieces? Bits and Pieces: Everything Else You Need to Know About Making Differences for People in the
Field Experiences. Gloria Apple Slick & Renneth Ourren. (Ch. 11 pp. 130–136). Making the Difference in
Teaching. 9.10 9.10 Conclusion: Promise for the 21st Century As we come to the end of the unit, it
seems appropriate to conclude it with the extracts of the conclusion chapter of the book “Education for
the 21st century