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    8626 01

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    AReference) vs shy dS PDFY coi ot ou ay ital S jel $y 9 GS hs BS mba b Gul tly abs 3 § dacla giles 0316-4962025 0313-0905455 UT ede lS aed ors! SUI abe we ae 2 0 2a J le ‘ rr eed Ow 1. = s “o we 36260. b 7 3 oe e as Sat S0L.gy A EFL ¥ w oY » Y Contact: Team Joher Media oO WhatsApp 0316-4962025 0313-0905455 Subscribe Our YouTube Channel: Joher Videos Page 2 AReference) vs shy dS PDFY coi ot ou ay ital S jel $y 9 GS hs BS ably by Gul vitly Als 3 § ucla gil 0316-4962025 0313-0905455 Q.1Critically analyze the aims and objectives of teacher education given in the National Education Policy 2009. How far have the objectives been achieved todate? Answer Teacher Education Imparting knowledge, skills and dispositions to individuals, focused, to develop their capacities for teaching is considered ag setcher & Teacher education equips pre and in-service(feachers or the professional knowledge and skills necessary to educate, tnerssin Boneral Bt specialized subjects. Teacher training generally perteived ayptraining of fhe teachers in the formal teachers training instiy Enbral, it not refer to informal learning attainted by theNindivi it maybe part of a teacher's work or career. According SCO, Yeaicher eduCition institutions "serve as key agents of chai uraiSformation of education and society" These institutions for ryig&. or insebvice . providing them with the professis jowledg® "and theyieed to become effective knowledge transmitters. InitiAlly the teather ion program was named as teacher uainihg, ainiesto preplue teacligis "2s mechanics or technicians It had narrower goals With focuson skill dining only. As Kilpatrick viewed "Training is sagas sniMals, ahdartists, while education is aimed at : ay human beings", As aim aa bestia in coffion language identical to goal, they are equally expressi vy ‘@ procedure of goal-oriented learning. Therefore, the exprGision “leafning outcome” is being replaced with objective in some educational nisations. Some organisations are using the term learning pucome @ part of a course description whereas aims are generally used, Aims) ‘An aim may be defined as long-term goal. Sometimes aim provides a goal for the teacher to achieve related to the leamers and at times course aims obviously grade long-term goals related to the learner and sometimes there is a combined goal for the teacher and learner to accomplish together. The aim may be expressed as a goal for the teacher in the range of the course whereas it can also indicate goals for the learner outside the period of the course. Subscribe Our YouTube Channel: Joher Videos Page 3 CA Reference) Lisi.) SS PDEY cosy tS ou oly pital 4S jal 85 9 oS ph BS ably by Gul vitly Als 3 § ucla gil 0316-4962025 0313-0905455 Objectives of Teacher Education Some of the most important objectives of teacher education are as follows: Subject Matter Knowledge: The most important objective is to cultivate an expertise of the knowledge of subject matter. Pedagogic Skills: The main objective of teacher education is to improve the pedagogical skills to motivate the taught, in an artificially formed settingé=The cei to do, observe, infer and to generalize should na devel the & TS, Learner Psychology: To know the childimpevhology is very OTS. tie may easily understand the difficulties tage Sy oe lige. The P oO g@ 1, Should be sympathetic to students andweet themJas’his owitehildren. 2. Follow the example of the ProphetsHe oe seek do)remunerations for his services. SO 3. Mastering comprehension of pe ts subjec 5. Should not belittle or ae ae a i sciences before his students, N . 6. Should limit the sruge to hig level o ele Should not require anything, which on com ra as Ibn Jama’ah 1. Placing ste ts inst roan VeRelfish interest. 2ieGonfortiae ‘oth sctes Sa teaching. 3. Should not i le st a advice or allow him to attempt work unless, hei qualified for, it? 4. In di suatding shi, students ft6in evil ways, he/she should do so by FARA Y ‘openly and with sympathy rather than with odious up braidifig. 5. Understintfing aa contemporary times and his social environment, 5 derstanding of the learners and their individual qualities and sabe Improving social values The philosopher John Dewey wrote, “Education is not a preparation for life but is life itself” Dewey reflected extensively on the page about the role of education in a healthy, ever-evolving democratic society, and he believed classrooms aren't just a place to study social change, but a place to spark social change. Dewey wrote about these topics in the early twentieth century, at a time when debates Subscribe Our YouTube Channel: Joher Videos Page 8 CA Reference) Lisi.) SS PDEY cosy tS ou oly pital 4S jal 85 9 oS ph BS ably by Gul vitly Als 3 § ucla gil 0316-4962025 0313-0905455 raged about whether teachers should be tasked with preparing students to conform or to actively push for progress and improvement where they are necessary. These same debates continue today with real implications for education policy. Dewey remains one of our clearest voices on the argument that the classroom ought to be seen as an important locus of social change. For present and future teachers, it’s one thing to appreciate Dewey’s views on education and social change and quite another to create a classroom envitonment that embodies them. So, how can teachers build real classrooms that exemplify Dewey's idgals.for education in society? Here are a few ideas: * ~~ > 1. Encourage active participation and einen wit among students. > Unfortunately, teachers and student wi te some%kinfd of paper-based progress often push for a lot of rizationvOf datesefacts, and definitions. However, this type of Pe one eres -shiftifig classroom activity of which Dewey wrote. |, teaighers shouldy a active learning opportunities, where stuglehts mgey eed ye the material and play with ideas without oe forg faiefield. 2. Teach students instead of teat em what to think. Starting 0 make ' ao is areymiay UB Simple as rethinking common assumption®-about whi te so for which students and when. For example, multi es, regs that bilosophical inquiry is not above the heads of ~ griy Mac ‘Washington Post article on the topic describes os for Childrén movement, in which a teacher offers a poem,+sGry; or dtier object and employs the Socratic method to stimulate classt6om discussion — not necessarily about the prompt, but around it. 3. Prepare Students to expect the need for change and to believe in their own ability totake positive steps for the benefit of society. One step teachers can take to encourage students to play a part in larger societal improvement is to create a classroom where they’re given the responsibility and authority to make some significant decisions. If teachers have all the answers, it’s implied that students are expected to receive knowledge, not offer solutions or improvements. But if teachers make it clear that, especially when it comes to the big questions we all face, even those in authority don’t know it all, then students have more room to rely on their own cognitive powers and problem-solving skills. Subscribe Our YouTube Channel: Joher Videos Page 9 CA Reference) Lisi.) SS PDEY cosy tS ou oly pital 4S jal 85 9 oS ph BS ably by Gul vitly Als 3 § ucla gil 0316-4962025 0313-0905455 4, Make classroom processes democratic to establish the idea that if we actively participate in our communities, we can help make decisions about how they function. Dewey noted that if we want our education systems to benefit the larger c: a healthy democratic society, then it’s important that we keep democracy as a central “frame of reference” in our classrooms. Too often, he adds, we forget that participating in a democracy is a skill that needs to be honed in our daily lives. The classroom is a good place to learn to do just that: eae aking classrooms more democratic than authoritarian, starting ing hat decisions can you put to students in the classro Befor Si ae, can you encourage those on opposing sides to clEaily state,their Poa and try to understand and respond to the counterapguiments? < Students who spend time in ae {Processe: Oy learning more se of than how to cast a vote when t ‘ortunitye's presented to them; they'll be learning that their thoughts and. ideas count and can Brappied to benefit their larger community—all while welco Jssopposing\Bides onan issue. 5. Facilitate discussionsamong tetichers rou sta arting with student teachers — ae th ean change. Dewey made it that he’ Bel Pe hers ne +hools had great influence over society, either ey re awareor me not. If you think Dewey was on to somethihg with this’ point then Eo likely follows that you'd agree teachers ought t =e they’re influencing our society. The best way to wa is to, c¢ ‘as a group to share ideas, experiences, reading, a1 Successes, As he foup discussions get bigger and broader, teachers Gan Start f o on questions of policy—questions that should be decided with Stheye ve tife influence that teachers have. eS 0 + Subscribe Our YouTube Channel: Joher Videos Page 10 CA Reference) Lisi.) SS PDEY cosy tS ou oly pital 8 jal 85 9 oS pls BS ably by Gul vitly Als 3 § ucla gil 0316-4962025 0313-0905455 Q.3 Explain the existing teacher education system in Pakistan. Discuss its problems and give suggtestions to overcome them. Answer Teacher Education System in Pakistan Historical Background During the British period an increased awafeness of the need for improvement in education system was made through the develop: nt, of Teacher’s Training Institutions. The prevailing oa we ore mechanical and theoretical, restricted to texthobk learnin3:— @ Before partition the entire educational s wastaimed to ce a class of people who would serve the burealleracy tg carry i Socio- Economic order in the country. io, domic order as designed by the colonial powers to exploit £5; b-Continent. All curricula, textbooks and teaching materid] P were thi refore aod to serve the cause of the yested interests notfo” cater to = ‘of@ation 2 the dynamic and progressive society ,i1 ie county. after™p, partition the National Commission for Education had’ irs ee objectiv: ° Be ceadenih wei imah obj 1 teacher teaches. ¢ Have hathsoundy pre senna how to teach the subjects. . Havenaa sound focal in & to understand the children in his charg RY ns . Have qdebp sensor rote el honour. . Heating, afytenure ate) pay scale, commensurate with the status. Jvorking “ip an-environment, which-honours:him: for the eontibution SAK, society. The enaah 1972-80 suggested that many of the courses of teacher trainin yy out-dated and not oriented to the scientific and technological ws. education or the use-of* modern methods and techniques. All teacher training courses would be revised and reformulated. Keeping these pressing considerations in view, the Curriculum Wing of the Federal Ministry of Education revised the teacher education curriculum for all stages. At first step, the teacher education Curriculum for the Elementary stage was revised, It was followed by the revision of the curriculum for Secondary Teacher Education. ‘Teacher Education in Pakistan Subscribe Our YouTube Channel: Joher Videos Page 11 CA Reference) Lisi.) SS PDEY cosy tS ou oly pital 8 jal 85 9 oS pls BS ably by Gul vitly Als 3 § ucla gil 0316-4962025 0313-0905455 "Teacher" is the core to achieve quality education Pakistan pursues. The teaching force in Pakistan is 1.35m working in government schools. Total teacher training institutions for pre-service training are 275. Teacher training resource centers in the districts are 300. In Pakistan teachers at the elementary and secondary levels are mostly trained under a prescribed curriculum, They are recruited on the bases of Professional Qualifications. In the college Education & Universities most of the lecturers are untrained with only academie qualifications, But now Higher Education academics have been established to train the in-service teachers Re in ules and competences courses of Higher Education Commission in Pakistin. Overview of Teacher Education Training) sates & University of Education, Punjab = | 4 The University of Education BK S ablishe “fis recently as September 2002. The administr; , fin: and_deademic control of all elementary (primary and middleYand s oy teachtr education i.e. control of GCETs and college: jucatiop'are withUhiversity of Education. The University looks after porig oe ea the Provincial Institute of Teacher Education which was, ereated in) a the total control of both pre-service ime! in-servive” teeta lementary and secondary, iifations, and evaluation and including curfidlumy “assesment research’ are uhder thScdntro of the (yi iy of Education Punjab. and Bureau of Cur jensioh Wing, Sindh The Bureau of Curriculu Eicision Wing Sindh, (BC&EW) and the Provincial Ingtitute of-Teacher Edu€ation (PITE) are the major providers of both preservice “and” inservice teacher education in the province. The Depiiftiments off Education in the Universities provide teacher edueation at graduate arf Postgraduate levels (B-Ed., M-Ed., Ph.D) through their Institutes of Edycatiow’ and Research (IERs) and Colleges of Education. Problems of Teacher Education 1. Absence of Practical Policy & Standards: To date, all teacher-training programs are operating without a viable policy framework. The government is aware of this vacuum yet it has not taken any concrete steps to implement a policy to bring all teaching programs under a single umbrella. This has led teaching institutions to develop and implement teacher education programs at their discretion leading to uneven and sometimes poor quality curriculum, teaching methods and practices Subscribe Our YouTube Channel: Joher Videos Page 12 CA Reference) Lisi.) SS PDEY cosy tS ou oly pital 8 jal 85 9 oS pls BS ably by Gul vitly Als 3 § ucla gil 0316-4962025 0313-0905455 Hence, lack of standards and accreditation has led to varied and substandard training programs. 2. Institutional Clutter: The numerous government teacher training institutions at the provincial levels (BoCs, PITE, DSD, UoE, DCTE, etc) have unclear mandates. An overlap between their roles and responsibilities also exists. Except for Punjab, which has just recently divided the roles of providing pre-service and in-service training between its two apex organizations: UoE and PSBorespe sy The other provinces. still suffer from institutional utter The overarching body to regulate and guide these ae partigularly in terms of academic leadership within pet departs ong ication. 3. Lack of Linkage between the ee There exists a wide communic: Sonate between the provincial training institutes. Ins

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