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Assignment No. 1
COURSE CODE 828
Q.1 Compare the aims and objectives of teacher education as given by Aggerwal and given in the
National Education Policy 2009.
Ans:- Instruction strategy comprises of the standards and government strategies in the instructive circle
just as the assortment of laws and decides that oversee the activity of training frameworks.
Instruction happens in numerous structures for some reasons through numerous foundations. Models
incorporate youth instruction, kindergarten through to twelfth grade, long term schools or colleges,
graduate and expert instruction, grown-up instruction and occupation preparing. Hence, instruction
strategy can straightforwardly influence the schooling individuals participate in at all ages.
Instances of zones subject to banter in training strategy, explicitly from the field of schools, incorporate
school size, class size, school decision, school privatization, following, instructor determination,
schooling and accreditation, educator pay, showing strategies, curricular substance, graduation
prerequisites, school foundation speculation, and the qualities that schools are relied upon to maintain
and demonstrate.
Issues in training strategy additionally address issues inside advanced education. The Pell Institute
breaks down the hindrances experienced by educators and understudies inside junior colleges and
colleges. These issues include undocumented understudies, sex instructin, and government award
aides.[1]
Instruction strategy investigation is the insightful investigation of schooling strategy. It looks to respond
to inquiries regarding the motivation behind instruction, the destinations (cultural and individual) that it
is intended to accomplish, the strategies for achieving them and the apparatuses for estimating their
prosperity or disappointment. Exploration expected to advise instruction strategy is completed in a wide
assortment of foundations and in numerous scholarly trains. Significant scientists are associated with
divisions of brain science, financial aspects, social science, and human turn of events, notwithstanding
schools and branches of instruction or public strategy. Instances of instruction strategy examination
might be found in such scholastic diaries as Education Policy Analysis Archives and in college strategy
focuses, for example, the National Education Policy Center housed at the University of Colorado Boulder
University of Colorado Boulder.
Instruction change is a subject that is in the standard presently in the United States. In the course of
recent years, strategy creators have made a consistent increment at the state and administrative
degrees of government in their contribution of US schools. US states burn through the vast majority of
their spending plans subsidizing schools, though just a little segment of the administrative financial plan
is apportioned to education.[2] Although states hold the protected right on training strategy, the
government is propelling their function by expanding on state and neighborhood instruction policies.[3]
Education Reform is at present being viewed as a "tangled web" because of the idea of training
authority. There are a few specialists investigating instruction and what can and can't be executed.
Some schooling strategies/changes are being characterized at either the government, state or nearby
level and much of the time, their centers/authority cover one another.[4] This type of power have
persuaded there is a shortcoming inside training administration. Contrasted with other OECD nations,
instructive administration in the US is more decentralized and the greater part of its independence is
found inside the state and region levels. The explanation behind this is that US residents put an
accentuation on individual rights and dread central government overreach.[5] An ongoing report by the
National Center on Education and the Economy, accepts that the schooling framework is neither sound
nor prone to see enhancements because of the idea of it.
In the territory of Texas during the 84th Legislature, there were few instruction change bills documented
and supported by numerous training change gatherings, for example, Texans for Education Reform.
Officials need to make greater contribution at the nearby level, and more straightforwardness in our

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
state funded schools. These gatherings are being constrained and restricted by instructors' associations
saying that responsibility and straightforwardness approaches are focusing on teachers, and that they
are attempting to consider them answerable for the schooling system.[3]
Educator strategy

Educator strategy is schooling strategy that tends to the arrangement, enlistment, and maintenance of
teachers.[7] An instructor strategy is guided by similar by and large vision and basic attributes as the
more extensive training strategy: it should be vital, comprehensive, plausible, practical, and setting
delicate. Generally goals and significant difficulties to be tended to, the financing to accomplish these
targets, the segment boundaries of the student populace and the HR needed to accomplish all around
open quality instruction should all be tended to in a far reaching instructor policy.[8]
Nine key measurements are viewed as pivotal to any complete educator strategy: Teacher Recruitment
and Retention, Teacher instruction (starting and proceeding), Deployment, Career Structures/Paths,
Teacher Employment and Working Conditions, Teach Reward and Remuneration, Teacher Standards,
Teacher Accountability, and School Governance.[
Powerful training framework should have an approach to pull in and hold extraordinary instructors.
There has been a developing interest for educators however the inventory proceeds to lessen and a
considerable lot of them leave their profession[9] This improvement is a danger to the "scholastic and
financial government assistance of understudies." It influences learning and channel citizens' money[10]
The bureaucratic and state governments alongside the locale should put resources into complete human
resources frameworks. It is the best methodology in planning and holding submitted and fit guides for
the long-term[11] A sensible technique in ability the executives for the instruction area should zero in on
enlistment, improvement, and maintenance of keen and proficient teachers.
Instructors need to return to class intermittently to turn out to be better educators.[13] Good coaches
can get remarkable by going farther than course books. This is the rationale behind proceeding with
schooling. Innovation as electronic workshops and talks will be helpful.[14] School directors and locale
authorities should push their instructors to utilize accessible assets and occasions to proceed with the
learning cycle. Gatherings with workshops are likewise important on the grounds that these exercises
give instructors devices for coordination of innovation in the study halls and Continuing Professional
Development Units in boosting their careers.[
Quality and ideal information and proof are key variables for strategy making, arranging and the
conveyance to propel sexual orientation fairness in and through training. They can assist nations with
distinguishing and break down gendered examples and drifts, and better arrangement and target assets
to address sexual orientation imbalances. They can likewise assist with recognizing and advise
mediations that impact support, learning and strengthening, from youth to tertiary instruction and
beyond.[16]
Despite the fact that the SDG 4 observing structure is a stage forward in the arrangement cycle, a total
checking structure for sex equity in and through instruction ought to incorporate markers that consider:
social and sex standards, qualities and perspectives (a significant number of which can be affected by
schooling); training laws and strategies, too enactment and strategies outside of the instruction
framework; asset appropriation; and educating and learning rehearses and environments.[17][18]
Efforts are likewise expected to follow incongruities in casual and non-formal learning settings with a
long lasting learning approach, and to guarantee that information are gathered on the most rejected.

QNo2:-Discuss the usability of teaching methods recommended by Muslim scholars in the current
teaching learning environment.
Ans:- The ancient Muslim educationists adopted a special method of teaching that promotes the
recipientsofknowledge. The following are some articles of the

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
teachingmethods:ForsakingTensionTeachers ought to treat their pupils leniently and kindly and avoid
any tension and cruelty since these twothingsimpede the mental growth and author serious
psychological complexes. Ibn Khuldun says, “Tensionalteachinginjures the pupils, especially the children
and the harshlyeducated.”PhysicalDisciplinePupils of irregular behavior and negligence should be
disciplined if they ignore the advice. The ancientMuslimteachers used to beat and detain even the kings’
sons. Abu Merriam, the educator of Al-Amin andAl-Mamun*,caned them so harshly that one’s arm was
injured. Before his father, the boy showed his hand, andtheteacherwas summoned. “What for did
Mohammed –al-Amin- complain you?” asked Ar-Rashid. “He isfull ofnaivetéand slyness,” answered the
teacher. The caliph then said, “You may kill him! His death is betterthanbeing dull.”In his instructions to
Al-Ahmer, one of his sons’ educators, Ar-Rashid said, “You should first reform himbymeans of kindness
and lenience. If he refuses, then you should use tension and course.” Fathers used to saytothe educators
of their sons, “Your share is the flesh while ours is thebones.”Beating and tormenting were the most
important means of education. This is incorrect indeed since itisundecided to Islam that regards mercy,
kindness, and lenience as the most matters on which educationshouldsettle. All of the crooked ways
should be avoided in the educational processes. Teachers should not exceedindisciplining the irregular
and deviant pupils since it creates mental complexes and impedes the maturityandprosperity of
education and personality. Ibn Khuldoun says, “If the educator uses coercion, this will distressthepupil
and confine his delighted spirit and urge on indolence and lead to lie and malignancy for
avoidingmorecoercion. In addition, this coercion will teach the pupil trickery and fraud, and the pupil
may take themascustoms and qualities forever. The educator whether teacher or father, should not
exaggerate in discipliningthesons.” The Prophet (s) said, “Teach without chiding. Teachers are preferable
to the scolders.” Ibn Quteibasaid,“Teachers are recommended not to use tension orpride.”Teachers are
compared to the compassionate father. It is said, “Teachers are the substitutes of fathers.” It isalsosaid,
“Teachers ought to care for the students’ interests and treat them like the dearest sons
withkindness,courtesy, benevolence, and patience on probable alienation. The old Muslim educationists
received an uncommon strategy for training that advances the beneficiaries of information. Coming up
next are a few articles of the instructing strategies:

Spurning Tension

Educators should treat their students indulgently and benevolent and evade any pressure and
remorselessness since these two things obstruct the psychological development and creator genuine
mental edifices. Ibn Khuldun says, "Tensional instructing harms the understudies, particularly the
youngsters and the cruelly taught."

Actual Discipline

Students of unpredictable conduct and carelessness should be focused on the off chance that they
overlook the guidance. The old Muslim educators used to beat and confine even the lords' children. Abu
Merriam, the instructor of al-Amin and al-Mamun*, caned them so brutally that one's arm was harmed.
Prior to his dad, the kid demonstrated his hand, and the instructor was gathered. "What for did
Mohammed – al-Amin-whine you?" asked ar-Rashid. "He is loaded with naivete and cleverness,"
addressed the instructor. The caliph at that point stated, "You may slaughter him! His demise is in a way
that is better than being dull."

In his directions to al-Ahmer, one of his children's instructors, ar-Rashid stated, "You should initially
change him by methods for generosity and mercy. On the off chance that he can't, at that point you
should utilize pressure and coarse."

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 Skilling.pk WhatsApp: 03324646739 Diya.pk

Fathers used to state to the instructors of their children, "Your offer is the tissue while our own is the
bones."

Beating and torturing were the main methods for instruction. This is wrong surely since it is uncertain to
Islam that respects benevolence, thoughtfulness, and mercy as the most issues on which instruction
should settle. The entirety of the slanted ways should be dodged in the instructive cycles. Educators
ought not surpass in restraining the sporadic and degenerate students since it makes mental edifices
and obstructs the development and thriving of training and character. Ibn Khuldoun says, "If the teacher
utilizes compulsion, this will trouble the student and restrict his enchanted soul and desire on inactivity
and lead to lie and threat for maintaining a strategic distance from more pressure. Also, this pressure
will show the understudy deceit and extortion, and the student may accept them as customs and
characteristics until the end of time. The instructor, regardless of whether educator or father, ought not
misrepresent in restraining the children." The Prophet (s) stated, "Educate without scolding. Educators
are desirable over the scolders." Ibn Quteiba stated, "Instructors are prescribed not to utilize pressure or
pride."

Educators are contrasted with the humane dad. It is stated, "Educators are the substitutes of fathers." It
is additionally stated, "Instructors should think about the understudies' advantages and deal with them
like the dearest children with generosity, politeness, kindheartedness, and persistence on plausible
distance. Instructors ought to notify of their defects by methods for counsel and compassion, not
rebuking and roughness." Al-Qabisi, one of the expert instructors of the fourth century – of Hegira-, was
approached whether it is prescribed for educators to utilize coarseness or tolerance with understudies,
he replied, "Training ought to never possess the great educators' mercy and leniency to the students.
Educators are the substitutes of their dads. It is discommended for educators to be continually
grimacing. This will make the understudies affront them."

Educators' unpleasantness starts mental difficulties and prompts the understudies' declining the
exercises.

Interesting Rebuke

Muslim educationists accept that the insinuative reproach should be inside the training techniques in
the event that understudies show unpredictable conduct or defective work since this strategy is more
great than articulation. They stated, "Educators who notice an inconsistency or a warped conduct ought
not state it straightforwardly to the students. They ought to suggest inside their normal discourse by
alluding to the burdens of such a conduct. This will accomplish the proposed show."

This strategy, indeed, is more helpful than direct censure, which may prompt insubordination and
emphasis on some unacceptable. Islam has declared this subject in the fields of instruction and
educating. It is connected that Imams al-Hassan and al-Hussein, the grandsons of the Prophet, when
seen an elderly person play out the custom bathing inaccurately. They tried not to state to him
straightforwardly; subsequently, they conceded to making him the mediator who should administer of
the most exact bathing. As they played out the bathing before him, the elderly person stated, "O aces!
You both have played out the exceptionally exact bathing, however it appears to be that the elderly
person can dominate nothing."

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
Islam has received this essential practice since it spares the freak from abnormality and distortion and
returns him to reality and right. Educationists stated, "The understudy that isn't revised by insinuative
impression, inferable from absence of comprehension and observation, mystery articulation and honest
admonition should be utilized. On the off chance that this strategy is ineffective, the instructor may
caution transparently and rebuke. On the off chance that this is likewise ineffective, the educator at that
point may excuse and leave the understudy till he

returns."

THE LEARNERS' MANNERS

Muslim educationists have been enormously worried about the students' undertakings. They
established the significant techniques that target training and procuring the temperate morals and
respectable habits.

- Learners should look for information for the good of God simply, ignoring any common premium or
worthless reason. God will unquestionably raise the regards of such students, encourage the troubles,
award recognition and insight, and consolidate the government assistance of this world and the
Hereafter.

- Learners should complete the strict guidelines and statutes just as the honorable ethics and ceremonial
practices. They should fear God in their hiddens just as their appearances and decontaminate their
hearts against discommended characteristics, for example, begrudge, flashiness, pride, and haughtiness
since these characters are the most abominable and the most unassuming. An educationist says,
"Petitions are invalid without outward filtration. Moreover, heart love that is looking for information is
invalid except if the hearts are sanitized from rude gestures and unethical characteristics. Information
isn't the bounty of portrayal. It is an enlightenment that is projected in hearts."

- Learners ought to live it up belonging and calmness. The Prophet (s) stated, "Look for information and
pass on to individuals. Use poise, serenity, and humility to those from whom you learn and those to
whom you pass on. Try not to be the tyrannical of information." Imam as-Sadiq stated, "Look for
information and utilize presence of mind, poise, and unobtrusiveness to those from whom you learn. Try
not to be the oppressive of information, in any case some unacceptable will eliminate your right."
Students of such wonderful moralities will normally be the models of others and impact emphatically in
the individuals' conduct and morals.

- Learners ought to apply all endeavors for looking for information since it isn't moving. Information is
acquirable. It relies on the extent of the endeavors that lead to acquiring logical fortune. Students
should regard time just as their exercises. Any lateness will squander the classes and cause the
instructors' remissness.

- Learners ought not misrepresent in examining in case their forces and energy will be debilitating and
the psychological development be obstructed. It is fundamental for students to possess adequate
energy for rest and actual unwinding. Men should respect the privileges of their bodies. Al-Ghezali
stated, "It is fundamental to give the students adequate time for worthy entertainment and unwinding
after the weariness of educating. Keeping the students from diversion after the debilitating instructing
will stifle their hearts stun their psyches. This will likewise cause a day to day existence aggravation and
oblige them to search for deceptions for disposing of such an unsettling influence."

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 Skilling.pk WhatsApp: 03324646739 Diya.pk

- Learners ought not ask meticulousness inquiries else they lose success attributable to disregarding the
information and shaming the educators whose endorsement ought to go before everything else.

- Learners should regard their instructors who ought to appreciate rights that are desirable over the
dads. Ashafii stated, "I used to respect my educator, Malik, to the extent that I skimmed over the books
so somewhat so he won't hear the hints of the papers." Learners ought to likewise regard their
instructors in their quality or nonattendance, utilize different styles of respecting and love, disregard
utilizing their names, and stand their blemishes and unpleasantness. Ashafii announced, "Individuals
educated Sufian canister Uyeina that a few people, who had come from removed regions, would leave
him in light of his brutality." He stated, "They are without a doubt uninformed on the off chance that
they leave their focal points in view of my impolite gestures." Learners should likewise be in the class
before their instructors, sit before them, not shelter a divider or a cushion, and not turn the back before
them. Every one of these undertakings negate the instructors' privileges. They ought to likewise listen
mindfully to their educators and spare them against rehashing the instructing materials. In addition,
students ought to abstain from yawning, eructing, chuckling, deriding, or rehearsing any deed that
shames the instructors.

- Learners ought not consolidate two subjects of study simultaneously, in case their psyches will be
incredibly upset. Ibn Khuldoun says, "Students should not blend two issues of information
simultaneously, in case they will be too insufficient to even consider obtaining any of them since this
creates mind turmoil and inclining to one on the record of the other."

- Learners ought not connect with other than the persevering understudies so they get the great
practices. It is said that the public activity is compelling and being impacted. Every individual gives and
takes from the environmental factors. Lethargic and thin people will clearly pass on their characteristics
to their partners.

- Primary students ought not include themselves in inconsistencies and vague assessments of the expert
researchers particularly in applied propositions, in case these variation conclusions will debilitate their
attitudes and natur

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
Q.3 Explain the existing teacher education system in Pakistan?
Ans:- Training in Pakistan is supervised by the Federal Ministry of Education and the common
governments, though the national government generally aids educational plan improvement,
accreditation and in the financing of innovative work. Article 25-An of Constitution of Pakistan commits
the state to give free and obligatory quality schooling to offspring of the age bunch 5 to 16 years. "The
State will give free and obligatory schooling to all offspring of the age of five to sixteen years in such a
way as might be controlled by law

The training framework in Pakistan[4] is commonly partitioned into six levels: preschool (for the age
from 3 to 5 years), essential (grades one through five), center (grades six through eight), high (grades
nine and ten, prompting the Secondary School Certificate or SSC), transitional (grades eleven and
twelve, prompting a Higher Secondary School Certificate or HSSC), and college programs prompting
undergrad and graduate degrees.[5

The proficiency rate goes from 98% in Islamabad to 23% in the Torghar District.[6] Literacy rates
fluctuate provincially, especially by sex. In ancestral zones female education is 9.5%.,[7] while Azad
Jammu and Kashmir has a proficiency pace of 74%.[8] Moreover, English is quick spreading in Pakistan,
with in excess of 92 million Pakistanis (49% of the populace) having an order over the English language.
In addition, Pakistan produces around 445,000 college graduates and 80,000 software engineering
graduates for each year.[9] Despite these measurements, Pakistan actually has low education rate. [10
And Pakistan additionally has the second biggest out of school populace (22.8 million children)[11] after
Nigeria.

Just 68% of Pakistani kids finish grade school education.[12] The standard public arrangement of training
is basically propelled from the English instructive framework. Pre-school instruction is intended for 3–5
years of age and for the most part comprises of three phases: Play Group, Nursery and Kindergarten
(likewise called 'KG' or 'Prep'). After pre-school training, understudies experience junior school from
grades 1 to 5. This is trailed by center school from grades 6 to 8. At center school, single-sex training is
generally favored by the network, however co-instruction is likewise basic in metropolitan urban
communities. The educational program is generally dependent upon the organization. The eight
normally analyzed orders are:

Most schools additionally offer dramatization studies, music and actual training however these are
generally not inspected or stamped. Home financial aspects is here and there educated to female
understudies, though themes identified with stargazing, ecological administration and brain research
are as often as possible remembered for course books of general science. Some of the time prehistoric
studies and human studies are widely educated in reading material of social investigations. SRE isn't
instructed all things considered schools in Pakistan despite the fact that this pattern is being reproached
by some metropolitan schools. Commonplace and provincial dialects, for example, Punjabi, Sindhi,
Pashto and others might be instructed in their individual areas, especially in language-medium schools.
A few foundations give guidance in unknown dialects, for example, German, Turkish, Arabic, Persian,
French and Chinese. The language of guidance relies upon the idea of the establishment itself,
regardless of whether it is an English-medium school or a Urdu-medium school.

Starting at 2009, Pakistan faces a net elementary school participation rate for both genders of 66
percent: a figure underneath assessed world normal of 90 percent.[13]

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
Starting at 2007, public use on schooling was 2.2 percent of GNPs, a negligible increment from 2 percent
before 1984–85. A large portion of the public authority subsidizing goes towards advanced education.
Lower training foundations, for example, grade schools endure under such conditions as the lower pay
classes can't appreciate appropriations and quality education..[14]

Auxiliary schooling

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Optional instruction in Pakistan starts from grade 9 and goes on for a very long time. After finish of
every one of the school years, understudies are needed to breeze through a public assessment
regulated by a local Board of Intermediate and Secondary Education (or BISE).

Endless supply of evaluation 9, understudies are required to step through a normalized exam in every
one of the initial segments of their scholastic subjects. They again give these trial of the second pieces of
similar courses toward the finish of evaluation 10. Upon fruitful finish of these assessments, they are
granted a Secondary School Certificate (or SSC). This is privately named a 'registration authentication' or
'matric' for short. The educational plan generally incorporates a blend of eight courses including
electives, (for example, Biology, Chemistry, Computer and Physics) just as necessary subjects, (for
example, Mathematics, English, Urdu, Islamic examinations and Pakistan Studies).

Understudies at that point enter a middle school and complete evaluations 11 and 12. Endless supply of
every one of the two evaluations, they again step through normalized exams in their scholarly subjects.
Upon fruitful fulfillment of these assessments, understudies are granted the Higher Secondary School
Certificate (or HSSC). This degree of training is likewise called the FSc/FA/ICS or 'middle'. There are
numerous streams understudies can decide for their 11 and 12 evaluations, for example, pre-clinical,
pre-designing, humanities (or sociologies), software engineering and trade. Each stream comprises of
three electives and just as three mandatory subjects of English, Urdu, Islamiat (grade 11 in particular)
and Pakistan Studies (grade 12 in particular).

Elective capabilities in Pakistan are accessible yet are kept up by other assessment sheets rather than
BISE. Most regular option is the General Certificate of Education (or GCE), where SSC and HSSC are
supplanted by Ordinary Level (or O Level) and Advanced Level (or A Level) individually. Different
capabilities incorporate IGCSE which replaces SSC. GCE and GCSE O Level, IGCSE and GCE AS/A Level are
overseen by British assessment sheets of CIE of the Cambridge Assessment or potentially Edexcel
International of the Pearson PLC. For the most part, 8-10 courses are chosen by understudies at GCE O
Levels and 3–5 at GCE A Levels.

Progressed Placement (or AP) is an elective choice however significantly less normal than GCE or IGCSE.
This replaces the auxiliary school instruction as 'Secondary School Education' all things considered. AP
tests are checked by a North American assessment board, College Board, and must be given under
management of focuses which are enrolled with the College Board, not at all like GCE O/AS/A Level and
IGCSE which can be given secretly.

Another kind of instruction in Pakistan is designated "Specialized Education" and consolidates

specialized and professional training. The professional educational program begins at grade 5 and

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
finishes with grade 10.[15] Three sheets, the Punjab Board of Technical Education (PBTE), KPK Board of
Technical Education (KPKBTE) and Sindh Board of Technical Education (SBTE) offering Matric Tech.
course called Technical School Certificate (TSC) (equal to tenth grade) and Diploma of Associate
Engineering (DAE) in designing controls like Civil, Chemical, Architecture, Mechanical, Electrical,
Electronics, Computer and so on DAE is a three years program of guidelines which is equal to twelfth
grade. Recognition holders are called partner engineers. They can either join their individual field or take
confirmation in B.Tech. also, BE in their connected control after DAE.

Besides, the A level capability, acquired by the British training framework is generally picked up in the
tuition based schools of Pakistan. Three to four subjects are chosen, in view of the interest of the
understudy. It is normally separated into a blend of comparable subjects inside a similar classification,
similar to Business, Arts and Sciences. This is a two-year program. A level foundations are unique in
relation to secondary school. You should make sure about affirmation in such an establishment, upon
the fruition of secondary school, for example the British framework comparable being O levels. O levels
and A levels are normally not educated inside a similar school.

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
Q.4 Describe the scope and significance of in-service Teacher education currently prevailing in 1 the
country. Is it provided according to the specific professional needs of the teachers?

Ans:- Instructor training (TE) or educator preparing alludes to the arrangements, techniques, and
arrangement intended to prepare (forthcoming) instructors with the information, mentalities, practices,
and abilities they need to play out their errands successfully in the study hall, school, and more
extensive network. The experts who take part in preparing the imminent instructors are called instructor
instructors (or, in certain unique circumstances, educator coaches).

There is a longstanding and progressing banter about the most suitable term to depict these exercises.
The term 'educator preparing' (which may give the feeling that the movement includes preparing staff
to attempt moderately routine assignments) is by all accounts losing ground, in any event in the U.S., to
'instructor schooling' (with its implication of getting ready staff for an expert part as an intelligent
practitioner).The two significant segments of instructor training are in-administration instructor
schooling and pre-administration educator schooling. [1]

The cycle by which instructors are taught is the subject of political conversation in numerous nations,
reflecting both the worth joined by social orders and societies to the planning of youngsters forever, and
the way that schooling frameworks burn-through huge monetary assets.

Be that as it may, the level of political command over Teacher Education changes. Where TE is
altogether in the possession of colleges, the state may have no immediate control whatever over what
or how new educators are instructed; this can prompt irregularities, for example, instructors being
shown utilizing instructing strategies that would be considered improper in the event that they utilized
similar techniques in schools, or instructors being instructed by people with next to zero active
experience of educating in genuine study halls. In different frameworks, TE might be the subject of point
by point remedy (for example the state may indicate the abilities that all educators should have, or it
might determine the substance of TE courses).

Strategy collaboration in the European Union (EU) has prompted an expansive portrayal of the sorts of
characteristics that instructors in EU Member States ought to have: the Common European Principle for
Teacher Competences and Qualifications.[2]

Continuum

Albeit preferably it should be considered, and coordinated as, a consistent continuum, educator
schooling is regularly separated into these stages

starting instructor preparing/schooling (a pre-administration course prior to entering the homeroom as

a completely mindful educator);

acceptance (the way toward giving preparing and backing during the initial not many long periods of
instructing or the primary year in a specific school);

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
educator improvement or proceeding with proficient turn of events (CPD) (an in-administration measure
for rehearsing instructors).

In numerous nations, Initial Teacher Education (otherwise called preservice educator preparing)
happens to a great extent or solely in establishments of Higher Education. In nations like Sri Lanka there
are independent organizations called National schools of Education to offer pre-assistance educator
preparing while Teacher Training Colleges offer in-support instructor instruction. Further establishments
called Teacher Centers give proceeding with proficient improvement to instructors. It very well might be
coordinated by two fundamental models.

In the 'continuous' model, an instructor initially acquires a capability in at least one subjects (frequently
a certificate in educating or an undergrad four year college education), and afterward reads for a further
period to pick up an extra capability in educating (this may appear as a post-baccalaureate qualification
or graduate degree).

In the option 'simultaneous' model, an understudy at the same time examines both at least one
scholarly subjects, and the methods of instructing that subject, prompting a joined four year college
education and instructing qualification to qualify as an educator of that subject.

Different pathways are additionally accessible. In certain nations, it is feasible for an individual to get
preparing as an instructor by working in a school under the duty of a licensed experienced specialist. In
the United Kingdom there is a long convention of organizations among colleges and schools in giving
state upheld instructor education.[3] This custom isn't without pressures and controversies.

In the United States, roughly 33% of new instructors come through elective courses to educator
accreditation, as per declaration given by Emily Feistritzer, the President of National Center for
Alternative Certification and the National Center for Education Information, to a legislative
subcommittee on May 17, 2007. Notwithstanding, numerous elective pathways are associated with
schools of training, where competitors actually select college based coursework. A supplemental part of
college based coursework is network based educator instruction, where instructor competitors inundate
themselves in networks that will permit them to apply instructing hypothesis to rehearse. Network
based instructor schooling likewise difficulties educator applicants' presumptions about the issues of
sexual orientation, race, and multicultural diversity.This helps to roll out an attitudinal improvement in
the educator learners to wipe out isolation inside the school network.

Educational plan

The topic of what information, mentalities, practices and abilities instructors ought to have is the subject
of much discussion in numerous societies. This is justifiable, as instructors are endowed with the
transmission to students of society's convictions, mentalities and deontology, just as of data, guidance
and shrewdness, and with encouraging students' obtaining of the key information, perspectives and
practices that they should be dynamic in the public arena and the economy.

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
By and large, Teacher Education educational plans can be separated into four significant zones:

essential information in schooling related parts of reasoning of instruction, history of training,

instructive brain research, and humanism of schooling.

aptitudes in evaluating understudy getting the hang of, supporting English Language learners,[dubious –
discuss] utilizing innovation to improve instructing and learning, and supporting understudies with
uncommon necessities.

content-zone and strategies information and aptitudes—frequently additionally including methods of

educating and surveying a particular subject, in which case this zone may cover with the first ("central")
region. There is expanding banter about this viewpoint; since it is not, at this point conceivable to know
ahead of time what sorts of information and expertise students will require when they enter grown-up
life, it gets more earnestly to understand what sorts of information and ability instructors ought to have.
Progressively, accentuation is put upon 'cross-over' or 'flat' aptitudes, (for example, 'figuring out how to
learn' or 'social skills'), which cut across customary subject limits, and subsequently raise doubt about
conventional methods of planning the Teacher Education educational program (and customary school
educational plans and methods of working in the study hall).

practice at study hall instructing or at some other type of instructive practice—generally regulated and
upheld here and there, however not generally. Practice can appear as handle perceptions, understudy
educating, or (U.S.) entry level position (See Supervised Field Experiences underneath).

Those preparation to instruct in rustic and far off zones face various difficulties from the individuals who
educate in metropolitan centres.[6][7][8] Therefore, an alternate way to deal with educator schooling is
required for the individuals who seek to each in provincial and far off territories. It has been
recommended that country and distant networks may have more achievement enrolling educators who
effectively live in these networks, as opposed to attempting to select urbanites to move to rustic
networks whenever they have finished their instructor training.[9] Online and mixed instructor schooling
programs are getting more predominant to help address the issues of instructor deficiencies in
provincial and far off areas[10][11][12][13]. Furthermore, the United Nations Sustainable Development
Goal 4 means to generously build the inventory of qualified instructors by 2030 through worldwide
cooperation.[14]

Regulated field encounters

field perceptions—incorporate perception and restricted support inside a study hall under the oversight
of the homeroom educator

understudy educating—incorporates various weeks instructing in a relegated study hall under the
oversight of the homeroom educator and a chief (for example from the college)

temporary job—instructing competitor is directed inside their own study hall

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
These three regions mirror the association of most educator training programs in North America just as
Asian nations like Sri Lanka. Courses, modules, and different exercises are regularly coordinated to have
a place with one of the three significant zones of instructor schooling. The association makes the
projects more sane or legitimate in structure. The customary association has some of the time
additionally been scrutinized, be that as it may, as fake and unrepresentative of how instructors really
experience their work. Issues of training much of the time (maybe typically) concern essential issues,
educational plan, and functional information all the while, and isolating them during educator schooling
may along these lines not be useful.

Q.5 Discuss how Teacher Education has evolved in the last two decades with evidence from National
Policy Documents.

Ans:- Teacher education TE (TE) or teacher training refers to the policies, procedures, and provision
designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, and skills they
require to perform their tasks effectively in the classroom, school, and wider community. The
professionals who engage in training the prospective teachers are called teacher educators (or, in some
contexts, teacher trainers).

There is a longstanding and ongoing debate about the most appropriate term to describe these
activities. The term 'teacher training' (which may give the impression that the activity involves training
staff to undertake relatively routine tasks) seems to be losing ground, at least in the U.S., to 'teacher
education' (with its connotation of preparing staff for a professional role as a reflective practitioner).The
two major components of teacher education are in-service teacher education and pre-service teacher
education.

The process by which teachers are educated is the subject of political discussion in many countries,
reflecting both the value attached by societies and cultures to the preparation of young people for life,
and the fact that education systems consume significant financial resources.

However, the degree of political control over Teacher Education varies. Where TE is entirely in the hands
of universities, the state may have no direct control whatever over what or how new teachers are
taught; this can lead to anomalies, such as teachers being taught using teaching methods that would be
deemed inappropriate if they used the same methods in schools, or teachers being taught by persons
with little or no hands-on experience of teaching in real classrooms. In other systems, TE may be the
subject of detailed prescription (e.g. the state may specify the skills that all teachers must possess, or it
may specify the content of TE courses).

Policy cooperation in the European Union (EU) has led to a broad description of the kinds of attributes
that teachers in EU Member States should possess: the Common European Principle for Teacher
Competences and Qualifications.[2]

Continuum

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
Although ideally it should be conceived of, and organised as, a seamless continuum, teacher education is
often divided into these stages

initial teacher training / education (a pre-service course before entering the classroom as a fully
responsible teacher);

induction (the process of providing training and support during the first few years of teaching or the first
year in a particular school);

teacher development or continuing professional development (CPD) (an in-service process for practicing
teachers).

Initial

Organization

In many countries, Initial Teacher Education (also known as preservice teacher training) takes place
largely or exclusively in institutions of Higher Education. In countries like Sri Lanka there are separate
institutes called National colleges of Education to provide pre-service teacher training while Teacher
Training Colleges provide in-service teacher education. Further institutes called Teacher Centers provide
continuing professional development for teachers. It may be organized according to two basic models.

In the 'consecutive' model, a teacher first obtains a qualification in one or more subjects (often a
diploma in teaching or an undergraduate bachelor's degree), and then studies for a further period to
gain an additional qualification in teaching (this may take the form of a post-baccalaureate credential or
master's degree).

In the alternative 'concurrent' model, a student simultaneously studies both one or more academic
subjects, and the ways of teaching that subject, leading to a combined bachelor's degree and teaching
credential to qualify as a teacher of that subject.

Other pathways are also available. In some countries, it is possible for a person to receive training as a
teacher by working in a school under the responsibility of an accredited experienced practitioner. In the
United Kingdom there is a long tradition of partnerships between universities and schools in providing
state supported teacher education.[3] This tradition is not without tensions and controversies.[4]

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
In the United States, approximately one-third of new teachers come through alternative routes to
teacher certification, according to testimony given by Emily Feistritzer, the President of National Center
for Alternative Certification and the National Center for Education Information, to a congressional
subcommittee on May 17, 2007. However, many alternative pathways are affiliated with schools of
education, where candidates still enroll in university-based coursework. A supplemental component of
university-based coursework is community-based teacher education, where teacher candidates
immerse themselves in communities that will allow them to apply teaching theory to practice.
Community-based teacher education also challenges teacher candidates' assumptions about the issues
of gender, race, and multicultural diversity.This assists to make an attitudinal change in the teacher
trainees in order to eliminate segregation within the school community. [5]

Curriculum

The question of what knowledge, attitudes, behaviours and skills teachers should possess is the subject
of much debate in many cultures. This is understandable, as teachers are entrusted with the
transmission to learners of society's beliefs, attitudes and deontology, as well as of information, advice
and wisdom, and with facilitating learners' acquisition of the key knowledge, attitudes and behaviours
that they will need to be active in society and the economy.

Generally, Teacher Education curricula can be broken down into four major areas:

foundational knowledge in education-related aspects of philosophy of education, history of education,

educational psychology, and sociology of education.

skills in assessing student learning, supporting English Language learners,[dubious – discuss] using
technology to improve teaching and learning, and supporting students with special needs.

content-area and methods knowledge and skills—often also including ways of teaching and assessing a
specific subject, in which case this area may overlap with the first ("foundational") area. There is
increasing debate about this aspect; because it is no longer possible to know in advance what kinds of
knowledge and skill pupils will need when they enter adult life, it becomes harder to know what kinds of
knowledge and skill teachers should have. Increasingly, emphasis is placed upon 'transversal' or
'horizontal' skills (such as 'learning to learn' or 'social competences'), which cut across traditional subject
boundaries, and therefore call into question traditional ways of designing the Teacher Education
curriculum (and traditional school curricula and ways of working in the classroom).

practice at classroom teaching or at some other form of educational practice—usually supervised and
supported in some way, though not always. Practice can take the form of field observations, student
teaching, or (U.S.) internship (See Supervised Field Experiences below).

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
Rural

Those training to teach in rural and remote areas face different challenges from those who teach in
urban centres.[6][7][8] Therefore, a different approach to teacher education is needed for those who
aspire to each in rural and remote areas. It has been proposed that rural and remote communities may
have more success recruiting teachers who already live in these communities, rather than trying to
recruit urbanites to move to rural communities once they have completed their teacher training.[9]
Online and blended teacher education programs are becoming more prevalent to help meet the needs
of teacher shortages in rural and remote areas[10][11][12][13]. In addition, the United Nations
Sustainable Development Goal 4 aims to substantially increase the supply of qualified teachers by 2030
through international cooperation.[14]

Supervised field experiences

field observations—include observation and limited participation within a classroom under the
supervision of the classroom teacher

student teaching—includes a number of weeks teaching in an assigned classroom under the supervision
of the classroom teacher and a supervisor (e.g. from the university)

internship—teaching candidate is supervised within his or her own classroom

These three areas reflect the organization of most teacher education programs in North America as well
as Asian countries like Sri Lanka. Courses, modules, and other activities are often organized to belong to
one of the three major areas of teacher education. The organization makes the programs more rational
or logical in structure. The conventional organization has sometimes also been criticized, however, as
artificial and unrepresentative of how teachers actually experience their work. Problems of practice
frequently (perhaps usually) concern foundational issues, curriculum, and practical knowledge
simultaneously, and separating them during teacher education may therefore not be helpful. However,
the question of necessary training components is highly debated as continuing increases in attrition
rates by new teachers and struggling learners is evident.[15] Additionally, with the increasing demands
of the "teacher" research is beginning to suggest that teachers must not only be trained to increase
learning experiences for their students, but how to also be a leader in an increasingly challenging
field.[16] The debate of how best to prepare teachers for teaching in today's demanding environments
will continue to be an important focus of the United States, where the education of all children
successfully is priority.

Induction of beginning teachers

Teaching involves the use of a wide body of knowledge about the subject being taught, and another set
of knowledge about the most effective ways to teach that subject to different kinds of learner; it,

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
therefore, requires teachers to undertake a complex set of tasks every minute. Many teachers
experience their first years in the profession as stressful. The proportion of teachers who either do not
enter the profession after completing initial training, or who leave the profession after their first
teaching post, is high.[17]

A distinction is sometimes made between inducting a teacher into a new school (explaining the school's
vision, procedures etc.), and inducting a new teacher into the teaching profession (providing the support
necessary to help the beginning teacher develop a professional identity, and to further develop the basic
competences that were acquired in college).

A number of countries and states have put in place comprehensive systems of support to help beginning
teachers during their first years in the profession. Elements of such a programme can include:

mentoring: the allocation to each beginning teacher of an experienced teacher, specifically trained as a
mentor; the mentor may provide emotional and professional support and guidance; in teacher training,
induction is limited to the provision of a mentor, but research suggests that, in itself, it is not
enough.[18]

a peer network: for mutual support but also for peer learning.

input from educational experts (e.g. to help the beginning teacher relate what she learned in college
with classroom reality).

support for the process of self-reflection that all teachers engage in (e.g. through the keeping of a
journal).

Some research[19] suggests that such programmes can: increase the retention of beginning teachers in
the profession; improve teaching performance; promote the teachers' personal and professional well-
being.[20]

However, numerous authors [21][22] suggest that current teacher education is highly flawed and
primarily geared towards a western dominated curriculum.[23] Hence, they suggest that teacher
education should be inclusive and take into account multiple backgrounds and variables to allow
teachers to be responsive to the requirements of their students.[21] This falls into the area of culturally
responsive teaching and requires teaching education and teachers to address issues of diversity
education and disadvantage as a part of a teacher education curriculum. Jabbar & Hardaker (2013) [24]
argue that this is an essential process in helping students of ethnicity, colour and diversity achieve and
attain.

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 Skilling.pk WhatsApp: 03324646739 Diya.pk

Continuous Professional Development

Because the world that teachers are preparing young people to enter is changing so rapidly, and
because the teaching skills required are evolving likewise, no initial course of teacher education can be
sufficient to prepare a teacher for a career of 30 or 40 years. In addition, as the student body continues
to change due to demographic issues there is a continuous pressure on academics to have mastery of
their subjects but also to understand their students.[25][26] Continuous Professional Development
(CPD) is the process by which teachers (like other professionals) reflect upon their competencies, keep
them up to date, and develop them further.

The extent to which education authorities support this process varies, as does the effectiveness of the
different approaches. A growing research base suggests that to be most effective, CPD activities should:

However, a systematic review published in 2019 by the Campbell Collaboration, summarizing evidence
from 51 studies, finds no clear evidence that CPD in education improves student academic outcomes.

Teacher training

Teacher Training, DRC (25765238788)

In recent times, a major role in the Teacher training world has been covered by The Erasmus Programme
and his platform, the SchoolEducationGateway; providing a unique opportunity to European teachers in
international training courses in different European countries, fully funded the KA1 (KeyAction1). [32]

Quality assurance in teacher education

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sources. Unsourced material may be challenged and removed. (January 2015) (Learn how and when to
remove this template message)

The concept of 'Quality' in education is contested and understood in numerous different ways.

It is sometimes taken to relate to the quality of the work undertaken by a teacher, which has significant
effects upon his or her pupils or students. Further, those who pay teachers' salaries, whether through
taxes or through school fees, wish to be assured that they are receiving value for money. Ways to
measure the quality of work of individual teachers, of schools, or of education systems as a whole, are
therefore often sought.

In most countries, teacher salary is not related to the perceived quality of his or her work. Some,
however, have systems to identify the 'best-performing' teachers, and increase their remuneration
accordingly. Elsewhere, assessments of teacher performance may be undertaken with a view to
identifying teachers' needs for additional training or development, or, in extreme cases, to identify

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
those teachers that should be required to leave the profession. In some countries, teachers are required
to re-apply periodically for their license to teach, and in so doing, to prove that they still have the
requisite skills. But still there are countries (e.g. Sri Lanka) where teaching cannot be considered as a
profession as the teachers are not provided with a license to teach.

Feedback on the performance of teachers is integral to many state and private education procedures,
but takes many different forms. The 'no fault' approach is believed by some to be satisfactory, as
weaknesses are carefully identified, assessed and then addressed through the provision of in house or
school based training. These can, however, be seen as benefiting the institution and not necessarily fully
meeting the CPD needs of the individual as they lack educational gravitas.

A teacher educator (also called a teacher trainer) is a person who helps in-service and pre-service
teacher trainees to acquire the knowledge, competencies and attitudes they require to be effective
teachers. Several individual teacher educators are usually involved in the initial or ongoing education of
each teacher; often each specialises in teaching about a different aspect of teaching (e.g. educational
ethics, philosophy of education, sociology of education, curriculum, pedagogy, subject-specific teaching
methods etc.).

Not every culture has a concept that precisely matches the English term 'teacher educator'...[33] Even
where the concept exists, the range of roles that is covered by the term varies significantly from country
to country.[34] In some traditions, the term 'teacher trainer' may be used instead of 'teacher educator'.

A teacher educator may be narrowly defined as a higher education professional whose principle activity
is the preparation of beginning teachers in universities and other institutions of teacher education, such
as National Colleges of Education, Teacher Training Colleges and Teacher Centers. A broader definition
might include any professional whose work contributes in some way to the initial education or the
continuing professional development of school and other teachers.[33]

Even within a single educational system, teacher educators may be employed in different roles by
different kinds of organisation. In the European context, for example, people who could be considered
to be teacher educators include:

Higher Education academics with a responsibility

for Teacher Education as such,

for teaching a subject (such as chemistry or mathematics) to students who will later become teachers;

for research into teaching,

for subject studies or

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
for didactics;

teachers in schools who supervise student teachers during periods of teaching practice;

school teachers or school managers responsible for inducting new teachers during their first year of
teaching; or

those in charge of school teaching staff’s continuous professional development.[35]

Teacher educators may therefore work in many different contexts including National Colleges of
Education, teacher training colleges, teacher centers,(universities, schools, private sector training
organisations or trade unions)[35] and their working time may be fully, or only partly, dedicated to the
preparation of teachers.

Professional knowledge and competences of teacher educators

Being able to educate teachers requires different knowledge and skills than those required to teach
pupils or students.

Teacher educators' fields of knowledge

Some recent research has highlighted the many fields of knowledge that are required by teacher
educators; these include knowledge about: the pedagogy of teacher education; learning and learners;
teaching and coaching; and the profession of teacher educator itself. In addition, teacher educators
need to know about the specific contexts their students will work and working in (e.g. for primary, or
secondary education) and the subjects they will teach. More experienced teacher educators need
expertise in: curriculum development and assessment; the wider context of teacher education, the way
it is organised, and in research

The complexity of the tasks of the teacher educator arises in part because, as research has shown, they
have multiple professional identities. (This is linked to the issues of definition of the term, highlighted
above). While some of those who carry responsibility for the education of teachers do self-identify as
'teacher educator', others may self-identify rather as 'researcher' or 'academic'; others may relate
primarily to their academic discipline, such as 'chemist' or 'geographer.'[38]

But the key duality of identity that lies at the core of the teacher educator profession is that of first-
order and second order teaching. A teacher educator must be a highly competent ‘first-order educator’
(i.e. a good teacher) but also a skilled ‘second-order educator’ (i.e. capable of teaching effectively about
the skill of teaching and facilitating others to acquire teaching skills). As first-order educators, they need
to be proficient teachers (of 'adult' students). As second-order educators, they require, in addition,
specific competences and dispositions, such as modelling and meta-reflection, that enable them to
teach about teaching.[36]

The acquisition or improvement of teacher competences requires training, through which it will be
improved educational planning and assessment. This results in a better learning of students, as

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
evidences show.[39] It is the objective of FAMT & L Comenius project, conducted at the University of
Bologna, designed with the aim of promoting the correct use of formative assessment in mathematics
education for students aged from 11 to 16. Reaching this goal supposes to design training programs for
teachers of mathematics, starting from identificating their needs, believes, expectations and the use of
formative assessment.[40]

Modelling

The way in which teacher educators teach has a greater impact on student teachers’ thinking about
practice than what teacher educators teach.[41] So, teacher educators need to be able to model the
competences and attributes they wish their students to adopt.[42] Swennen et al. (2008).[43] concluded
that, in order to ‘model’ what they teach, teacher educators need to develop the ability to link their own
(tacit) theories and practice of teaching to public theory, i.e., in Korthagen’s [44] words, to translate
Theory with a capital ‘T’ to theory with a small ‘t’.

Just as teaching is no longer seen as simply transferring factual information, so educating teachers also
requires a more sophisticated approach, based upon professional awareness[45] that comes from
reflective practice.[46] For Loughran,[47] being a professional teacher educator requires “genuinely
reflecting on, and responding to, the needs, demands, and expectations of teaching about teaching
within the academy”.

Professional standards for teacher educators

In some parts of the world (notably the United States, Flanders and the Netherlands) specific standards
of professional practice have been developed for, or by, teacher educators. These set out the range of
competences that a member of the teacher educator profession is expected to be able to deploy, as well
as the attitudes, values and behaviours that are deemed to be acceptable for membership of the
profession).

Policy and legislation on the teacher educator profession

While schools and school teachers are often in the news and in political debate, research shows that the
teacher educator profession is largely absent from such public discussions and from policy discourse in
Education [49] which often focuses exclusively on teachers and school leaders.

Some research suggests that, while most countries have policies, and legislation, in place concerning the
teaching profession, few countries have a clear policy or strategy on the teacher educator profession.
Caena (2012) [50] found that some of the consequences of this situation can include a teacher educator
profession that is poorly organised, has low status or low formal recognition, has few regulations,
professional standards - or even minimum qualifications, and no coherent approach to the selection,
induction, or continuing professional development of Teacher Educators.

In India, the National Council of Teacher Education (NCTE) released the 'National Curricular Framework
for Teacher Education, 2010 (NCFTE), which aims to remedy many of the ills of teacher training in India.
It calls for preparing a 'humane and reflective practitioner' and for fostering the agency and autonomy

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 Skilling.pk WhatsApp: 03324646739 Diya.pk
of the teacher, who can interpret the curriculum meaningfully to the contextual needs of the learners,
than merely focus on 'teaching the text book'.

Research into the teacher educator profession

The teacher educator profession has also been seen as under-researched;[51] empirical research on
professional practice is also scarce.

However, the importance of the quality of this profession for the quality of teaching and learning has
been underlined by international bodies including the OECD and the European Commission.[53]

Some writers have therefore identified a need for more research into "what teachers of teachers
themselves need to know", and what institutional supports are needed to "meet the complex demands
of preparing teachers for the 21st century".

In response to this perceived need, more research projects are now focussing on the teacher educator
profession.[55] Several academic journals cover this field.

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Skilling.pk WhatsApp: 03324646739 Diya.pk

Skilling.pk WhatsApp: 03324646739 Diya.pk