Compare the objectives of teacher education program of developed

countries with developing countries

Answer

Comparison of objectives of teacher education program of

developed countries with developing countries
A teaching education program refers to a structured and comprehensive course of study
designed to prepare individuals to become effective educators or teachers. This program
typically encompasses a range of educational theories, pedagogical strategies, classroom
management techniques, and subject-specific knowledge that are essential for successfully
instructing and guiding students. The objectives of a teaching education program include
equipping aspiring teachers with the skills, competencies, and practical experience necessary to
facilitate meaningful learning experiences, promote student engagement, address diverse
learning needs, and contribute positively to the educational development of individuals and
communities.

Teacher education programs vary significantly between developed and developing

countries due to differences in educational systems, resources, priorities, and societal needs.

Developed Countries:
 High-Quality Education: Teacher education programs in developed countries often
emphasize the delivery of high-quality education. This includes a focus on innovative
teaching methods, technology integration, and evidence-based instructional practices.
 Student-Centered Learning: Pedagogical approaches in developed countries emphasize
student-centered learning, aiming to develop critical thinking, problem-solving skills, and
creativity among students.
 Inclusive Education: With diverse student populations, teacher education programs
focus on strategies for inclusion and catering to students with special needs or from
diverse cultural backgrounds.
 Professional Development: Ongoing professional development is a key component,
ensuring teachers stay updated on the latest research, teaching techniques, and
educational trends.
 Research and Innovation: Teacher education in developed countries often involves a
connection with research institutions, encouraging teachers to engage in educational
research and contribute to innovations in teaching and learning.
 Effective Classroom Management: Strategies for maintaining discipline, managing
classrooms, and promoting positive behavior are often covered extensively.
Example

Teacher Education Programs in UK (England, Wale, and Scotland)

In the United Kingdom (UK), teachers are often taught through a four-year B.Ed or BA
degree with Qualified Teacher Status (QTS) rather than the customary one-year Post Graduate in
degree (PGDE) at the elementary and secondary levels. Although certain universities in England
and Wales provide a few flexible teacher training programs such as PGCE and Initial Teacher
Training (ITT), the School-Centered ITT (SCITT) is structured through a Higher Education
School partnership. These programs are available to people who are unable to attend normal
PGCE classes because to family or work obligations. Another motive for such initiatives is to
attract teacher personnel in order to address the teacher shortage. But qualified teacher Status
(QTS) is must for all such type of teacher trainings. The Council for the Accreditation of Teacher
Education (CATE) is responsible for the assurance of primary level teachers’ preparation
programs.

In the UK, the objectives of teaching education are centered on equipping educators with
advanced pedagogical skills, fostering a deep understanding of subject matter, and promoting
innovative teaching methods. The program emphasizes the creation of student-centered learning
environments that encourage critical thinking, creativity, and problem-solving. Cultural
sensitivity, inclusion, and the ability to adapt to diverse classrooms are also key objectives.
Additionally, teacher education in the UK seeks to develop reflective practitioners who
continuously engage in professional growth and contribute to the overall improvement of the
education system.

Developing Countries:
 Basic Literacy and Numeracy Skills: Teacher education programs in developing
countries frequently prioritize equipping teachers with the fundamental skills required to
teach basic literacy and numeracy, especially in remote or underserved areas.
 Socio-Economic Challenges: Teachers are trained to address the unique challenges
faced by students from disadvantaged backgrounds, including poverty, lack of resources,
and limited access to education.
 Cultural Sensitivity and Local Relevance: Emphasis is placed on understanding and
respecting local cultures, traditions, and languages, ensuring education is relevant and
engaging for students.
 Teacher Shortages: Developing countries often struggle with a shortage of qualified
teachers. Teacher education programs focus on producing a sufficient number of teachers
to meet the demand.

1
  Practical Skills: Programs tend to focus on equipping teachers with practical teaching
skills that can be applied in resource-constrained environments, emphasizing hands-on
learning and minimal resource dependence.
 Community Engagement: Teacher education programs may stress the importance of
involving communities in education, recognizing the role of parents and local leaders in
supporting students' learning.
 Basic Infrastructure: Addressing challenges related to lack of infrastructure, such as
proper classrooms and teaching materials, is a significant objective in many developing
countries.

Example

Objectives of teaching education in Pakistan

The teacher education program in Pakistan is designed to equip educators with the
essential knowledge and skills needed to effectively teach and engage students. It focuses on
enhancing pedagogical techniques, subject-specific expertise, and classroom management
strategies. The program emphasizes the importance of creating inclusive learning environments
that cater to diverse student needs, promoting ethical values and character development. By
fostering a strong sense of professionalism and commitment, the teacher education program in
Pakistan aims to elevate the quality of education across the country and contribute to the holistic
development of students, preparing them for a successful future.

In Pakistan, the objectives of teacher education reflect the nation's commitment to

enhancing its education system and addressing the diverse challenges it faces. The teacher
education program aims to equip educators with the necessary skills, knowledge, and
pedagogical techniques to foster an effective learning environment. Emphasizing subject-specific
expertise and innovative teaching methodologies, the program seeks to cultivate critical thinking,
problem-solving abilities, and creativity among students. Given the socio-economic disparities
across the country, teacher education also focuses on creating inclusive classrooms that cater to
the needs of diverse learners, including those with special needs and from marginalized
communities. Moreover, an emphasis on ethical values, civic responsibility, and character
building underscores the broader societal role that teachers play. By instilling a sense of
commitment and professionalism, teacher education in Pakistan aims to raise the quality of
education, contribute to social development, and empower the next generation with the skills
necessary for their personal and collective advancement.

It's important to remember that these are general trends and that there can be significant
variation within both developed and developing countries. Additionally, as countries evolve and
improve their education systems, these objectives can change over time.