ASSI

GNMENTNO#02

SUBMI
TTEDBYSABATAHI
R

ROLLNO

CE612380

Cour
seCODE8626-
2

TEACHEREDUCATI
ONI
NPAKI
STAN

Q.1Diff
erent
iat
ebetweenteachingpracti
ceandint
emshipwithexampl
e.Al
soExpl
aint
he
purposeandsigni
fi
canceofteachingpracti
cet
eachereducat
ioncur
ri
cul
um.

Di
ff
erencebet
weenaPr
act
icum andanI
nter
nshi
p?

Under
standingthedi
ffer
encebetweenapract
icum andanint
ernshi
pcanbet
terpr
epar
e
st
udentsforthecurr
icul
um demandsoft
heirdegreeprogr
ams.

Essent
ial
ly,
educationalpracti
cumsandi nt
ernshi
psaresupervisedon-si
tewor
kexperiences
thatal
l
owst udentstopracticeanddemonstratet
heirdev
elopingskil
lsandcompetenciesin
thei
rchosencareer.Whiletheseexper
iencesbearsomesimilarit
iesi
ndesign,
thei
rpurposeand
scopearequitedi
fferent
.

ThePr
act
icum Exper
ience

Pr
acti
cumsarefi
eldexper
iencest
hatall
owast udenttoobser
veanddocumenthowworki
ng
pr
ofessi
onal
sper
formtheirj
obresponsi
bil
i
ties.Studentswil
lal
sopar
ti
cipat
etoali
mit
edextent
i
nperfor
mingtasksundersuper
visi
onbyprogr
am pr
ofessor
sandon-si
test
aff
.Concurr
entl
y,
st
udentsenr
olli
nacoursewhichoutli
nest
heexpect
ati
onsandrequi
rement
softhepracti
cum.

Theex
pect
ati
onsassoci
atedwi
thapr
act
icum v
aryaccor
dingt
othecar
eer
.

Forexample,apract
icum inteachingmayrequireassi
sti
ngthet eacherwi
thimpl
ementingsmal
l
groupinst
ruct
ion,whereasapr act
icum i
nnursingmayent ai
lrecordi
ngvit
alsi
gnsforoneortwo
pati
entsundersupervi
sion.Generalchar
act
eristi
csofpracti
cumsi ncl
ude:

Shadowi
ngoneormor
eassi
gnedempl
oyeeswhowi
l
lgui
det
heon-
sit
eexper
ience.

Obser
vingandcor
rel
ati
ngpr
act
icesi
nthef
iel
dwi
tht
heor
iesandmet
hodspr
evi
ousl
yst
udi
ed.

Recor
dingdat
aorassi
sti
ngwi
tht
asksasdi
rect
edbyon-
sit
eper
sonnel
.

Compl
eti
ngpr
act
icum cour
seassi
gnment
s.

Parti
ci
pat
ionatt
hepract
icum si
tei
sty
pical
l
ytwoort hr
eeti
mesperweekforafewhour
sper
sessi
on.Noremuner
ati
onisexpect
edforapract
icum,buti
tdoesqual
i
fyf
oracademi
ccredi
t.

TheI
nter
nshi
pExper
ience

Ascompar edtopr acticums,inter

nshipst akeont hecharacter
isti
csofar eal j
obfocusingon
i
ndependentapplicationofski l
l
sandknowl edgeintheworkplacesetti
ng.St udentsareplaced
withon-si
teprof
essi onalswhomanaget heirworkloadandov erseethei
rper for
mancemuchas
anadmi ni
str
atori
nanact ual
empl oymentset t
ingwould.Additi
onall
y,program instr
uctorsvisi
t
thestudentt
wot ot hreetimesdur i
ngt hei nter
nshiptoevaluat
et hei
rprogressandper for
mance.

Exampl
e

Resour
ce:
WhatKi
ndofI
nter
nshi
pShoul
dIGetf
oraMast
er’
sDegr
eei
nCounsel
i
ng?

Amajordi
ff
erencebetweenapracti
cum andaninter
nshipinvol
vesthedegreeofexpect
ed
i
nvol
vementofthestudentwi
thhands-
onwor k.Theexpansionoftaskexpect
ati
onscanbe
demonst r
atedusi ngthepr eviousexampl esfrom theeducationandmedi calfi
elds.Compar edto
apracti
cum st udent,studentt eachinginter
nswoul dnotonlyassistwithlessonpl anni
ngbut
col
laboratewiththeirsuper vi
si ngteacherstocr eateandinstructwhole-grouplessons
i
ndependent l
y.Inasi milarfashi on,nur
singinternswouldgobey ondmer echarti
ngofv i
talsigns.
Theywoul dbeexpect edtounder st
andandi ndependent l
yper for
m evaluationprocedureson
multi
plepatients,thenaccur atelyrecordtheirresult
sandconsul twit
ht heirnursingsuperv
isor
aboutthem.

Internshipsareusual l
yconsi deredtobef ul
l-t
imeexper iences, fol
l
owingt hewor kscheduleof
theassi gnedplacement .Theyal soreceiveacademi ccr edit
, andinsomecases, maypr ovi
dea
sti
pendf orser
vicesr ender ed.
Asanav enuef orpreparinggr aduatesforcar eers,academic
pract i
cum andinternshi pexperiencesar evaluabletoolsf orlearni
ng.Theynotonl yafford
student sopportuni
tiest odemonst r
atet hei
rknowl edgeandpr act
icethei
rski ll
sinrealworld
settingsbutpreparest udentsforther eali
ti
esoft hewor kplace.Byunder standi ngthe
differencesbetweenapr acti
cum andani nternshi
p,student shav etheadv antageofbei ngbett
er
prepar edtonavigatet hecur ri
culum ofthedegr eepr ogramst heyarepursui ng.

Teachert
rai
ningbenef
it
sski
l
ls

Authori
ty’
sskil
ls-
basedteachertraini
nghasbui l
tacommonappr oachtoteachi
ngandlear
ning
acrossschoolsinthear
ea.Pupi l
s’thi
nkingskil
lshaveprogressedwel l
,especi
all
yint
ransi
ti
on
betweenprimaryandsecondaryschool andprofessi
onall
earningcommuni ti
eshave
encouragedteacherst
oshar etheirexperi
encesandpr act
ices.

Cont
ext

Wareham i
ssituatedinnor t
h-eastWalesandisborder
edbyFli
ntshir
et ot
henorth-
west,
Denbi
ghshir
etot hewest ,Posy’stothesouthandEngl
andtotheeast.Thetot
alpopul
ati
onis
133,
207.Thepercent ageofWar eham pupil
sofcompulsor
yschoolageeli
gibl
eforfr
eeschool
mealsis19%,similartothatnational
ly
.

St
rat
egy
Thelocal
aut
hor
it
ywant
edt
opr
omot
ejoi
nt-
wor
kingandbet
terunder
standi
ngofski
l
ls-
based
l
earni
ng.

Act
ion

Thel ocalauthori
typrovidestr
aini
ngfort
wot eachersfr
om eachschool,oneofwhi chshould
hav ealeadershipresponsibi
li
tyandberesponsibl
efordevel
opingteachingandl earni
ngacross
theschool .Teachersattendthecour
sewi thbothpri
maryandsecondar ycol
leaguesf rom t
heir
cluster,
suppor t
ingthem inthedevel
opmentofpr of
essional
learni
ngcommuni t
iest oshare
goodpr acticeandagr eeacommonski ll
s-basedapproachwiththei
rfeedersecondar yschool.

Thecour
seai
mst
o:

r
aisest
andar
dsofpupi
lachi
evementandpr
omot
ehi
gh-
qual
i
tyl
ear
ningandt
eachi
ngi
nschool
s;

ensur
ethattheteachi
ngt
hatlearner
srecei
veandthel
ear
ningtheyexperi
encehasaposi
ti
ve
andsust
ainedimpactontheoutcomestheyachi
eveandontheirwel
lbei
ng;

supportt
hebui l
dingofashar
edv
isi
onofsuccessf
ult
eachi
ngandef
fect
ivel
ear
ning,
anda
sharedski
ll
s-basedpedagogy
;

enablel
ear
ner
stobecomemor
eengaged,
eff
ect
iveandmot
ivat
edandsoachi
evebet
terqual
i
ty
outcomes;

encour
ageteacherstotal
kaboutwhatmakesgoodpedagogicalpr
acti
ce,t
heel
ementst
hat
needtobepresentforeff
ect
ivet
eachi
ngandsuccessf
ull
earningtotakepl
ace,
andhowthese
el
ementsint
eract;

Anddevel
opacommonvocabul
aryt
oenabl
epr
act
it
ioner
stoconv
erseacr
ossal
lsect
ors,
set
ti
ngsandphases.

Teacher sareaskedtoimpl ementthest rat

egiesandr esearchtheireffect
ivenessonr ai
sing
pupilattai
nment.Theout comeofthei rresearchi
sf edbackt ocol l
eaguesbot hatschool andat
thesubsequentcour se.Theheadteacherofeachschool i
sgivenacopyofeacht eacher’
s
personal l
earni
ngtargetagreedwiththecour seleader.Theheadt eacherisexpect edtomoni t
or
theact i
ontakenbythememberofst affandensuret hatthestrategieslear
nedont hecourse
areembeddedi ncl
assroom practi
ce.At tendanceont hiscourseisar equir
ementf oral
lnewly
quali
fiedteachersappointedtoWar eham schools.
Out
comes

Asar
esul
toft
het
rai
ning,
impr
ovement
sincl
ude:

acommonappr
oacht
oski
l
ls-
basedt
eachi
ngandl
ear
ningi
nal
lschool
sint
hecl
ust
er;

bettercont
inui
tyandprogr
essi
oni
npupi
l
s’t
hinki
ngski
l
ls,
especi
all
yint
ransi
ti
onbet
weenkey
stage2andkeyst age3;

i
mpr
ovedpupi
lachi
evement
;

Thedev
elopmentofschool
saspr
ofessi
onal
lear
ningcommuni
ti
es.

Q.
2Explai
ntheusesandt hepossibi
l
iti
esofcomputerassi
stedi
nstr
uct
ionf
orteachertr
aini
ng.
Whatki
ndoftrai
ningisrequi
redfort
eachereducat
orsfori
ntegr
ati
ngcomputerAssi
sted
I
nst
ruct
ioninTeacherEducati
oncurri
culum

Comput
erAssi
stedI
nst
ruct
ion(
CAI
)

Themostst ri
kingi nnov at
ioni nthef i
eldofeducat i
onal t
echnol ogyi stheuseofcomput ersin
theinstructi
onal process.Comput erAssistedInstr
uctionisanat uraloutgrowt hofthe
applicat
ionoft hepr incipl
esofPr ogrammedI nstr
uction.Themai nobj ecti
v eofCAIi stoprovide
theneededf l
exibili
tyforindi v
idualizi
ngtheeducat ionalprocess.I tmeet stheneedofaspeci fic
l
ear nerinawayi nwhi chi talmosti mpossibletodosoi naf ace-to-facestudentt eacher
rel
at i
onship.Acomput erissuchadev i
cewhi chcancat ert otheneedsoft heindivi
duallear
ners
byst ori
ngal argeamountofi nf
ormat i
on.Itcanpr ocessthei nformat ionsui t
ingtotheneedsof
theindividuall
ear ner.Itcancat ertogr eatvari
etyofeducat i
onalneedst hatrangewi del
ywi th
respecttoeducat i
onal levels,subjectmat t
er,andst yl
eofi nstr
uct i
onandl eveloflearni
ngf r
om
dril
landpr acti
cet opr oblem sol vi
ng.

Useofcomputertoassi
sti
nthepresent
ati
onofinstr
uct
ionalmater
ial
stoast udent
,tomonitor
l
earni
ngprogr
ess,ortosel
ectaddi
ti
onali
nstr
uct
ionalmater
ial
sinaccordancewiththeneedsof
i
ndivi
dual
lear
ners.
ModesofCAI

Dri
llandPracti
ce:Thismodei sdesignedt oteachbasi cfacts.Thest udenti
saskedt otypein
answerstoquestionsandt hecomput ertel
lshi m aboutthecor r
ectnessofhisresponse.The
pupili
spresentedwi t
hmor equest ionsuntilthemat eri
aliscommi ttedtomemor y.Cont r
olof
l
earningrest
swi t
ht hecomput ersinceitiniti
atesandcont rolsthestudents’act
ivi
ty.Alt
hough
di
llandpracti
ceprogr ammesmi ghthelpst udentsmemor i
zef act
sandi nfor
mat i
ont heycango
beyondthisandaskquest ionswhi chinvolvet heuseofpr oceduralknowledgetosuppl y
answersandpr ovi
der ei
nforcementandf eedback.

Tutori
al:Tutorialisusedt oteachbasi cconcept sormet hods.Thet utor
ialt
ypeutil
i
zeswrit
ten
explanati
ons, descr i
pti
ons,questions, pr
oblemsandgr aphi
cill
ustrati
onsforteachi
ngconcepts
muchl ikeat utor.Tutori
almodei sv er
yusef ulwhenstudentsshowv aryi
nglevel
sofconceptual
understandingandi tcanprovidef orindi
vidual t
utor
ingneedst hatmaybedi ff
icul
ttosati
sfy
thr
ought raditi
onal inst
ructi
onalar rangement s.Thecomput erspecifi
esthetasksandon
submi ssi
onofanswer sbythest udent s,
thecomput erchecksandpr ovi
desfeedback.Contr
olof
thelearni
ngsi tuationrestswiththecomput er.

Simulati
on:Simulati
ondealswi t
ht herepresentat
ionofanev ent
,syst
em orequipment.Thi
sis
anexcellentmodewhi chenablesst udentstoinvest
igat
eandexper i
mentwithsy st
em and
processeswhichar ecompl ex,
danger ousandexpensive.Ithastheuni
queabil
itytocompress
ti
meandpr oduceexpensive,deli
cateordanger oussyst
emsandequi pment.Simulati
onall
ows
studentstoinvest
igatetheoptimum condi ti
onsforcarr
yingoutaparti
cul
arprocessandgainan
appreci
ationofthesituati
onandconst r
ains.

Model i
ng:Comput erprogramscanbeusedt obuildcomplexmat hematicalmodelsandexpl ore
them quanti
tati
vely,r
apidl
yandingreatdetail
.Itisal
soeasyt ocompar eal t
ernat
ivemodel sand
i
nv esti
gat
etheirrelat
ivebehavi
orwit
hr especttoanypar ameters.
EducationalGami ng:
Itcanbe
programmedwher ethestudentispl
acedi nacompet it
iveposit
ionwitheitheranotherstudent
orthecomput erit
self.Thesear
ebestsui t
edt oteachrul
es,procedures,etc.

Af
fect
ingTechnol
ogyUse

Thef
ir
stcat
egor
yis,
qui
teobv
iousl
y,one’
saccesst
otechnol
ogy
.Forus,
howev
er,
accessi
s
definedbroadl ytoi ncludet heoppor tunit
iesallpart
ici
pantshav etoutil
izetechnology—
students,teachereducat ors,classroom teacher sandchildrenandadol escents.Thesecond
categoryconcer nst henat ureoft rainingandongoi ngsuppor tf
orlearningaboutt echnol
ogyand,
si
mul taneously,lear ningaboutt heeducat i
onalpotent
ialoftechnology.Thef i
nalcategor
ydeals
withthesoci alandi nstr
uct ionalcont extthatencourages( ordi
scourages)bot hlearni
ngmore
aboutandusi ngt echnol ogy .

Access.Sev erali
nvestigationshav efoundt hatl oani
ngequi pmentandpr ovidi
ngongoi ng
supportpromot estechnol ogyuseamongpr of essors,student
s,andteacher s(OTA,1995)and
canencour agesocial,col l
egial,andpr ofessional developmentacti
vit
ies.Howev er,
unless
studentshav eongoingt echni calsuppor t,
theadv antagesmaybel ost(Scrum, 1993).I
thas
beenourexper i
enceov ert hr
eey earsthatmaki ngequi pmentavai
lableisfarfr
om suf f
ici
ent
.The
i
mpor tancer eadi
lyavailable,consi st
ent,andexper thelpcannotbeov eremphasized.Anon-
threat
eningcl i
mateofsuppor tisessentialfornov i
cecomput erusersandf orconti
nued
sustai
neduseoft echnol ogy.

Finall
y,accessal socamet omeanaf orum f orthediscussi onofcont roversialtopicsin
universi
tycoursesandsemi nars.Wef oundev idencet hatsuppor tsothers’ worksuggest ingt hat
smal l
ersub-culturesorper sonalspacesi nwhi chstudent scani nteractout si
deoff ace-t
o- face
meet i
ngswer ecr eat ed(Bar nes,1993; Varela,Thompson, &Rosh, 1991; Har r
ington, 1994) .In
oneoft heelement aryteachereducat ionprogr amsatt heUniversityofIl
linois,student s
describede-mai lashel pingt hem discusset hnicity
-relatedtopicsinasoci alstudiesmet hods
course.Theydescr ibedf ace-to-
facesi tuati
onsasbei ngt oothreateningatcer t
ainpoi ntsint he
dial
ogueandv aluede- mailasasaf etyzonei nwhi chdi alogueflowedmor ef reely.Ina
secondar ymat hemat i
cscour se,ani nstructordescribedasi t
uationwher et wopr eser ve
teacherswant edt odi scussmul t
icultural
ism asi tr
elat estothet eachingofmat hemat i
csdur i
ng
theweekl yon-campussemi nar.

Thesuper v
isordidnotvi
ewmult
icult
ural
ism assepar
atefrom t
heteachingofmathemati
cs
andsoencour agedthepr
eser
veteacherstodiscusst
heissueontheclasse-mai
lrefl
ect
orin
subsequentdial
ogue.

Tr ai
ning.Forustraini
ngisnotsy nonymouswi t
hacourseoncomput erbasedt echnology.The
Teachi ngTeleapprenti
ceshipsdatasuggestthatmodel
ingbyinstr
uctor
s,incorporati
ng
technol ogyi
ncont entr
elatedassignments,
andpr ov
idi
ngan“on-call
”supportstaffcompr i
sesa
traini
ngmodel t
hatincreasestheuseoftechnologyamongteachereducators,aswel lasthei
r
st
udent
s.

Forexampl e,oneel ement arycooper atingt eacher,aft

errecei vi
ngat echnol ogygrant ,dev i
seda
per sonal el
ectronicteachi ngpor tfoli
o.Af tersharingherpor tfol
iowi tht hreest udentt eacher s
placedi nherr oom, theyt oopr epar edanel ectr
onicteachingpor t
folioand, insubsequent
studentt eachingpl acement s,taughtaddi ti
onalteachersint heirprepar ationofel ectroni c
por tf
olios.Studentsr epor t
edt hatt heyal sov al
ueoppor tunit
iest oshar especi ficclassroom
appl i
cat i
onsandexper ienceswi thment ors.Inoneoft hesecondar ysci encest udentt eaching
cohor ts,onet echnology -profi
cientst udentdownl oadedspeci fi
csci enceexper i
ment sf or
classroom usef rom Amer icaOn- li
ne( AOL)ande- mail
edt hef i
l
est ot heot hersciencest udent
teacher swhot henpr i
ntedoutt hei nformat ionandusedt heexper i
ment sorkeptt hem f orfutur
e
resour ce.Theseexampl es, pl
usnumer ousot herssuggestt hatmodel ingbecameamul ti
-
directi
onal activi
ty.User s,nomat terwhatr olegroup,servedasmodel sf orot hersasi deaswer e
shar edacr osscampusesandcl assrooms.

Inourpr oj
ect,asi nsev eral others,wef oundt hatt r
ainingnotconnect edt osubj ectmat teror
i
mmedi ateinstructi
onal pur posewasnotv aluedbyst udents( Thompson&Schmi dt,1994).
Severalresearcher shav edocument edthei mpor tanceoff acultydemonst r
atingtheuseof
technologyincl assroom i nst r
uctionwhi charel i
nkeddi r
ectl
yt osubjectmat ter(Brownel l,
1991;
Schmi dtetal.,
1994) .Oneoft heco- authors,thent eachingpr ospecti
vesecondar yEngl i
sh
teachers,pair
edt hepr eser v eteacherswi t
hst udent sinar uralhighschool Englishclassand
servedaspeeredi torsont hehi ghschol ar
s’ wri
tingassi gnment sallsentv i
ae- mail.Analysisof
thefeedbackf rom bot huni versi
tyandhi ghschool studentssuggest st hatthepr ospective
teacherswer eabl etol ear naboutt echnologyuse, hi
ghschool students,andt heev aluati
onof
students’worki nani ntegr atedmanner .Allparti
cipants, i
ncludingtheco- author,werev ery
excit
edaboutt hepr act i
cal useoft echnologyt opr omot elearningforstudent sandf or
prospectiveteacher s.

Whent heprospect i
vet eachersonlysawt echnol ogyusedasat ool,
t heywer eseldom ableto
i
ncor poratetechnologyi ntotheirowncur r
iculum (Howar d,1994;Trashi eretal.
,1991).
Secondar ystudentt eachersi ncontentspecificmet hodscourseswher eprofessorsand
teachingassistantsdi dnottietechnologyusei ntothecoursesy l
l
abusdescr ibednotbeing
comf ortabl
ewi thincorporatingtechnologyintot heirsecondar
yclassr oom instruct
ion.I
none
sciencecohor tofstudentt eachers,useofel ectronicmai l
wasnotar equir
edcomponentt ot
he
courseandasar esult,thestudentteachersr eportednotusingtheI nternetmuchatal l.

Wear esuggesti
ngthen,anexpandeddefi
niti
onofthet
ermt r
aini
ngfort
echnol
ogyi
npr
eser
ve
educati
oncoursesbeyondthatofthet
radit
ional
didact
icorautonomouscour
semodel
.
Inadequateandi nappr
opriat
et r
aini
ngconti
nuestobeabarr
iertot
heimpl
ementat
ionof
comput ertechnologi
es.Trai
ningintechnol
ogyusemustcoi
ncidewit
hcour
segoal
sandbe
seenasani nt
egralcoursecomponent .

Cont ext.Context,i
nt heTeachi
ngTel eappr
enti
ceshipspr oj
ect,
wasnotdef inedasacomput er
l
ab, norasawor kst ati
on.Contexti
ncludedtheprogram inwhichprospecti
v eteachersworked,
thefacul tywit
hwhom t heyworked,andtheschool setti
ngsinwhichtheybeganpr acti
cal
applicationsoftechnologyinteachi
ng.Whi l
eourpr ojecthadsomecont rol
ov eraccessand
trai
ning, thecontextsinwhichprospecti
veteacherswor kedvari
edwithindistr
ict
sand, i
nmany
cases, wi t
hinbui
ldings.

Secondar yfi
eldexper iencesof feredoppor t
uni t
iesf ort echnol ogyusebutnotasconsi stentlyas
element ar
ysettings.Per hapst hisdispari
tycanbeat tr i
butedt osecondar yteacher shaving
diff
erentcontentpr epar ationswi thdiffer
entst udent sdi ff
er enthour softheday ,
fewer
opportuniti
esatt hehighschool l
evelforteam pl anni ngandt eachi ngwhereknowl edgeand
experiencescanbeshar ed,lar
gersecondar ystudentpopul ations, andprof
essi onal
developmentoppor tunitiesatt hesecondar yl evel whi char etiedmor etocont entandindividual
teacherchoicethanatt heel ement arylevel
.Or ,per hapst hisdi sparit
ycouldr esultfr
om
decisi
onst oplacehi ghschool andmi ddl
eschool comput ersinl abs,asopposedt oclassrooms.
Thissuggest sthatf ur
t herst udyoft hecont extsf orlear ni
ngt ot eachi swarranted.

Asidef rom thi

sglobal diff
erence, weal sofounddi f
ferencesbet weenbui ldings.Whenhar dware
andsof twarewerenotr eadilyav ailabl
eatt heschool ,technologyusewasunl i
kelyandcaused
fr
ust r
at i
onamongpr ofessor s,teacher s,andstudent swhowant edtouset echnology.For
exampl e, anel
ement aryschool i
nonepr ogram attheUni versit
yofI ll
inoisexper i
encedmaj or
dif
ficultiesi
nconnect i
ngt ot henet work.Thisinhibi
tedt hestudentt eacher s’useoft he
comput erforI
nter
netexpl orat i
onande- mailuse.Studentsatt hisschool spokei ni
ntervi
ews
andwr ot ei
nsemest erprogram ev aluationsaboutr epeatedlytryingtogai naccesswi t
hout
success.Theyconv eyedf rust r
ationsint heamountoft i
medev otedtof ail
edat temptsand
describedanev entual “shuttingdown”ofst udentteachers’andt eachers’desireandwi ll
i
ngness
touset echnol
ogybecauseoft echnical bar
rier
s.

Q.
3Highli
ghtthei
mportanceofMi
croteachi
ngandit
sscopei
nthedev
elopmentofnov
ice
t
eacherski
ll
provi
deexampletoj
ust
ifytheanswer
.
Micr o-
teachingisat eachertr
ainingandf acul
tydevelopmenttechni
quewher ebyt
het eacher
reviewsar ecordingofat eachi
ngsessi on,inordertogetconstr
ucti
vefeedbackfr
om peer s
and/ orstudentsaboutwhathaswor kedandwhati mpr ov
ementscanbemadet otheirteachi
ng
technique.Mi cr
o-teachingwasi nventedi
nt hemi d-
1960satStanfordUniv
ersit
ybyDwi ghtW.
Allen,andhassubsequent l
ybeenusedt odevelopeducatorsinallf
ormsofeducation.

Exampl
e

I
mpor
tantt
otheconsumer
s

Microeconomicspr ovi
desthewaysforproperal
locat
ionofmoneyondi ffer
entgoodsand
serv
icessot hattheycangetmaximum util
it
y.Therearedif
ferentt
heori
esofconsumers
behavior,t
hetheoriesexpl
ainhowtheconsumersshoul dspendtheli
mitedmoneytheyhavet
o
maximi zethei
rsatisf
acti
on

2.I
mpor
tantt
othef
ir
msorbusi
nessmen

thefi
rmsorbusi nessmenusethemicroeconomictheori
esofconsumerbehav i
or,product
ion,
cost,market,r
evenueandsoontomakepr opereconomicdecisi
ons.Themicroeconomics
helpsthem toknowt hepur
chasi
ngpowerofabi l
it
ytopay,propercombinat
ionofinputsto
maximi zecostormaximizepr
ofi
t,ef
fect
sofchangei ntaxrates,
subsidi
esandsoon

3.I
mpor
tantt
othegov
ernment

Governmentcandet er
minetaxes,subsi
dies, wagelevel
,al
lowancesetconthebasi
sofeff
ects
ofchangeinthesef actor
sont hedemandf orgoodsandser vi
ces.Somegoodsarelevi
edwhi
le
somear esubsidized.Thesalar
iesandall
owancesar eadjust
edont hebasi
sofrel
ati
onshi
p
betweenthesev ari
ablesanddemand.I nt
er estrate,
exchangerat
eandmoneysuppl yt
ooare
changedwiththehel pofmicroeconomict heories.

4.I
mpor
tantf
ort
hest
udyofot
hereconomi
csci
ence.
Microeconomicshelpsustostudyofothereconomicsciencesl
ikemacroeconomics,
publ
i
c
fi
nance, monet
aryeconomics,l
aboreconomics,andint
ernati
onalt
radeeconomicsandsoon.
Thet heori
esandlawsoftheseeconomicsciencesarebaseduponmi cr
oeconomi cst
heor
ies
andlaws.

I
mpor
tanceofmacr
oeconomi
cs

1.Toknowt
her
elat
ionshi
pbet
weenmacr
oeconomi
csv
ari
abl
es:

Themacr oeconomicshelpsusinthestudyofrel
ati
onshipbet
weenlar
genumber sof
macroeconomi csvar
iabl
es.Thevariabl
esareAggregat
econsumpti
on,Aggregatei
ncome,
aggr
egatesav i
ng,Aggregat
einvestment,Aggr
egatedemand,Aggr
egatesupply,
Pri
celev
el

2.Toknowt
hef
unct
ioni
ngofeconomy

Macroeconomicshelpsust oknowhowt heeconomyf unctions,howi ti

sregul
ated,f
orit
macroeconomicsprovidesust heknowledgeofproductmar ket,
labormarket
,capit
almarket
,
l
andmar ket,
int
ernati
onaltrademar ketet
c.i
tinf
ormsust hecount rycanachi
eveequil
ibr
ium
onl
yifalloft
hemar ketsareinequil
ibri
um.Tocorrectunfavor abl
ebalanceoftr
adeandpay ment

Macroeconomicspr
ovidesusdiff
erenttheor
iesofi
nternat
ionalt
rade.Itpr
ovi
desusdiff
erent
remedi
esofimportdependencyandgr eat
eroutf
lowofmoneyf rom thecount
ry.The
gover
nmentorcountrymayadjustcustom duty,
exchangerate,
transacti
onofgoldet
cto
promoteexpor
tandtor educei
mpor t
.

4.Toachi
evehi
gheconomi
cgr
owt
handempl
oymentl
evel

wi
ththehel
poftheor
iesandmodel
sofeconomicgrowthandempl
oymentwecani
nduce
i
nvest
mentincr
easei
nincomeandemploymentopport
uni
ti
es.

Q.
4Compar
ethet
eachereducat
ioncur
ri
cul
aofMal
aysi
aandPaki
stan
TEACHERTRAI
NINGI
NMALAYSI
A

Educat
ioni
nMal
aysi
a

Educati
oninthecountr
yconsistofpr
e-school,pr
imaryschool,
secondar
y ,
ter
ti
aryand
postgr
aduate.TheKementer
ianPell
agraMal aysi
aisresponsi
blefr
om pre-
schoolt
osecondar
y
schoolwhi
leMi ni
str
yofHi
ghereducationisliabl
eforter
ti
aryeducat
ion.

Themaj or
it
yofthepr
imaryschool pupi
lsconti
nuethei
reducati
onatgovernmentsecondar
y
school
swherethemedium ofinst
ructi
onisMalay.Thefir
st9yearsofeducati
onisfr
eeand
compulsor
yandpupil
sprogressacrossthegradelevel
sbyautomati
cpromot i
on.

Pr
eschool
Educat
ion

Thereisnof ixedageli
mithowevercommonl ychil
drenstartpr
eschool educati
onatt heageof5
years.Schoolingcanbegi
nearli
er,f
rom 3-6,
inKindergar
ten.Preschooleducati
onusual l
ylast
s
for2y ear
s,bef or
etheypr
oceedt opri
maryschoolatage7.Ther eisnof ormalpreschool
curri
culum exceptaformalmandatorytr
aini
ngandcer ti
fi
cati
onf orpr
incipal
sandt eacher
s
beforetheymayoper ateapreschool
.

Pr
imar
y

Primar yEducat i
oninMal ay si
aconsistsof6y earsofeducationandi salsor ef
erredas
Standar ds1t hrough6.St udentsenterpr imaryschool sattheageof7andl eaveatt heageof12.
Student sarepr omotedt othenextSt andar dwi thoutanyexami nation.Vernacularschool s
gener all
yconductcl assesi nMandarinf orChi nesev er
nacularschool sandTami lforTami l
vernacul arschools.Parti
cipati
onintheUPSRi snotcompul sory,butmanyv er
nacul arschools
alsoadmi nist
ertheUPSRt otheirst
udent sast hisall
owsforr e-
integrati
onoft heirstudentsint
o
national schoolsforsecondar yeducation.Recent l
y,at
tempt shav ebeenmadet oest abl
i
sh
(Sekol ahWawasan)orv isionschools.Vi sionschool sshar
ef acil
iti
eswi t
honeormor enati
onal
school s,ostensibl
ytoencour agecloseri nteraction.

Secondar
ySecondar
yschool
i
ngconsi
stsof5y
ear
sofschool
i
ngandt
hisi
sref
err
edt
oasFor
m
1toForm 5.Publicsecondaryschoolsareconsideredasext
ensionsofthenat i
onalschools.I
n
For
m 3, thePenil
aianMenengahRendahorLowerSecondar yEvaluati
onistakenbyst udents.
Dependingontheirresul
ts,t
heywillbestreamedi nt
oeit
hert
heSci encestr
eam orAr t
sst r
eam.
TheSciencestream isgeneral
l
ymor edesi r
able,
andstudent
sareal l
owedtoel ectt
ogot ot he
Art
sfrom theSciencestream,butnotvice-ver
sa

Mat r
icul
at i
onAfterSPM, studentswouldhav eachoiceofeitherstudy i
ngFor m 6ort he
mat r
iculati
on(pre-univer
sity
).Shouldtheychooset oconti
nuest udy i
nginFor m 6, t
heywill
also
taketheSi j
ilPel
ajaranTinggi Malaysi
aorMal aysi
anCerti
fi
cat eofHi gherEducat ionexaminati
on
(i
tsBr i
ti
shequi v
al entistheGeneralCerti
ficateofEducati
on‘ A’Lev el
sexami nat i
on).Form6
consistsoft woy earsofstudywhi chi
sknownasl ower6andupper6.I ngener al
, t
heSTPM is
onlyusef uli
fonedesi restoattendapublicuni ver
sity
.Themat r
iculati
onprogr ammehas
undergonesomecr it
ici
sm asitisagener alconsensusthatthispr ogrammei smucheasi er
compar edt oSTPM andser vestohelpBumi put
erasenterthepubl i
cuni ver
sityeasi l
y.

Ter
ti
ary

Tert
iaryeducati
oninthepubli
cuniver
sit
iesi
sheavi
lysubsidisedbythegov er
nment .Appl
i
cants
topublicuni
versi
ti
esmusthav ecompletedt
hematriculat
ionprogram orhaveanSTPM gr ade.
Excell
enceintheseexaminati
onsdoesnotguarant
eeapl aceinapublicuniversi
ty.The
sel
ectioncri
ter
iaarelar
gelyopaqueasnostri
ctl
yenforceddef i
nedguidel
inesexists.

TeacherEducat
ionI
nst
it
uti
ons

Mai
nlyt
wot
ypesoft
eachert
rai
ningi
nst
it
utesar
epr
ovi
dingt
rai
ningt
oteacher
sinMal
aysi
a;

1.Pr
e-ser
vicet
eachert
rai
ningi
nst
it
utesi
nMal
aysi
a

I
nMal aysi
a,thet
raini
ngofpre-
servi
ceteacherf
orbot
hprimaryandsecondaryschool
sismainl
y
prov
idedbythe28t eachert
rai
ningcoll
egeswhi
chareundertheTeacherEducat
ionDi
visi
onof
theMini
stryofEducati
on,aswellasthe11publ
icuni
ver
sit
ies.

Ther
ear
etwomai
nty
pesofpr
e-ser
vicepr
ogr
ammes:

TheMal
aysi
anDi
plomaofTeachi
ngMDT)
andt
hePost
graduat
eDi
plomaofTeachi
ng(
PDT)
.

Ther
ear
eal
soanumberoft
winni
ngpr
ogr
ammesbet
weenl
ocal
andov
erseasuni
ver
sit
ies

whereselectedstudent
str
aint
obeteachers.Acr
ossMalay
sia,
about4000t
eacher
sgr
aduat
e
eachyearfrom theMDTandabout3000from thePDT.

I
nSer
vicePr
ogr
ammes

Tr
aini
ngf
ori
nser
vicet
eacher
sont
heot
herhandi
sdi
vi
dedi
ntot
hef
oll
owi
ng

pr
ogr
ammes

(
i)Speci
alDegr
eePr
ogr
amme(
Fornongr
aduat
est
eacher
s)

(
ii
)Speci
alTeachi
ngCer
ti
fi
cat
e(KSPK)and,
(ii
i
)Pr
ofessi
onal
Dev
elopmentCour
ses.

Inser
viceteacher
swhofoll
owthesetrai
ningpr
ogrammeusuall
ywil
lbegiv
enaf ul
l-
pai
dsal
ary
andtr
ainingall
owance(
forSpeci
alTeachi
ngCerti
fi
cat
eCourseandProf
essional

Dev
elopmentCour
ses)orahal
f-
payl
eav
e.

Admi
ssi
oncr
it
eri
aforTTI
s

Thepost graduat ediplomaoft eachi ngentryrequi

rementsincludesaBachel or sDegreefrom a
l
ocal orov erseasuniver si
tyorinstitut
ionofhigherlear
ningandacr editinMal ayLanguageat
theSchool Certi
fi
catel evel
.Mal aysiaisintheprocessofupgradi ngthequal i
ficationofi
ts
teachers.By2005, al
lsecondar yt eachersareexpectedbeuniv ersi
tygr aduates,andthatby
2021al lteacher swi l
lbegr aduat es.Forteacherswhohav eathr ee-yearteachingdi pl
omabased
on“ O”lev el educati
onal quali
fi
cat i
on,thepathwayt othedegreei sthroughapr e-cour
se14
weeki n-ser viceprogrammei nthesubj ectmat t
erplusonefull
-timey earatat eachertr
aining
coll
egeandt hr
eefull-
timey earsatauni versi
ty.

I
ntr
oduct
ion

Medi calteachersunlikemostot hert eachingprofessionalsar

euniqueint hatnospecial pr
ioror
i
nser vicetrai
ninginpedagogi ctechni quesisconsi derednecessar
yfortheirrecr
uit
mentas
teachersorf ortheircont
inuedef f
icientper f
ormancei nthatcapaci
ty.Thef ormerhast he
i
nher entdisadvantageofbei ngessent ial
l
yapassi veprocesswhereonel earnsbyimitation.I
tis
ti
meconsumi ngandt her
ei salway st heinherentpossibil
i
tyofbadrolemodel s.Thelatter
processofl earning“whil
edoi ng”isev enmorer i
sky.

:
:Mi
crot
eachi
ng
Microteachingissocal l
edsinceitisanalogoust oput t
ingtheteacherunderami croscopesot o
saywhi l
ehei steachingsothatal lf
aultsinteachingmet hodologyarebr oughti ntoperspecti
ve
fort
heobser ver
stogi v
eaconst r
ucti
v efeedback.Iteli
minatessomeoft hecompl exit
iesof
l
earningt oteachintheclassroom situati
onsuchast hepressureofl engthoft helecture,t
he
scopeandcont entofthemat tertobeconv eyed,theneedt oteachf orar elat
ivelylongdurati
on
ofti
me( usuall
yanhour )andtheneedt ofacelargenumber sofst udents, someofwhom ar e
hosti
letemper amentall
y.

Microteachi
ngal
sopr ovi
desskill
edsuper v
isi
onwithanoppor
tuni
tyt
ogetaconstr
uctiv
e
feedback.Togobackt otheanalogyoftheswi mmer,whi
l
eclassr
oom t
eachi
ngisli
kelear
ning
toswim atthedeeperendoft hepool
,mi crot
eachi
ngisanopport
uni
tyt
opract
iceatthe
shall
owerandlessriskyside.

Componentski
l
lsappr
oach

Inher
entint
heprocessofmicrot
eachi
ngiswhatiscal
l
edthe“componentskil
l
sapproach”
,i.
e
theacti
vi
tyoft
eachingasawholeisbrokendownforl
ear
ningpur
posestoitsindi
vi
dual
componentski
ll
s.Theseindi
vi
dualski
l
lswhichgotomaketeachi
ngare:

i
)Lessonpl
anni
ng–hav
ingcl
earcutobj
ect
ives,
andanappr
opr
iat
epl
annedsequence.

i
i
)Seti
nduct
ion–t
hepr
ocessofgai
ningpupi
lat
tent
ionatt
hebegi
nni
ngoft
hecl
ass.

i
i
i)Pr
esent
ati
on–expl ai
ning,nar
rat
ing,
giv
ingappr
opr
iat
eil
l
ust
rat
ionsandexampl
es,
planned
r
epet
it
ionwherenecessar
y .

i
v)St
imul
usvari
ation–avoi
danceofboredom amongstst
udent
sbygest
ures,
mov
ement
s,
f
ocusi
ng,
sil
ence,changi
ngsensor
ychannelsetc.

v
)Pr
operuseofaudi
o–v
isual
aids.
v
i)Rei
nfor
cement
-Recogni
singpupi
ldi
ff
icul
ti
es,
li
steni
ng,
encour
agi
ngpupi
lpar
ti
cipat
ionand
r
esponse.

v
ii
)Quest
ioni
ng–f
luencyi
naski
ngquest
ions,
passi
ngquest
ionsandadapt
ingquest
ions.

v
ii
i)Si
l
enceandnonv
erbal
cues(
bodyl
anguage)

i
x)Closur
e–met hodofconcludi
ngateachingsessi
onsoastobr
ingoutt
herel
evanceofwhat
hasbeenlear
nt,
itsconnect
ionwit
hpastlearni
ngandit
sappl
i
cati
ontofut
urel
earni
ng.

:
:Mi
crot
eachi
ngcy
cle

Thecomponent soft hemi crot eachingcy cl

eareshowni nFi gure.TheMi cr ot
eachingcy cl
e
startswi t
hplanning.Videor ecor dingcanbedonei ffacil
it
iesper mit
.Atthe-endoft he5or10
mi nutessessionaspl anned, thet eacherisgivenaf eedbackont hedefi
cienciesnot i
cedinhi s
teachingmet hodology.Feedbackcanbeai dedbypl ayingbackt hev i
deor ecordi
ng.Usi ngthe
feedbackt ohelphi mself
, t
het eacheri saskedt oreplanhi slessonkeepi ngt hecomment sin
viewandr et
eachi mmedi atelyt hesamel essont oanot hergroup.Suchr epeatedcy clesof
teaching,feedbackandr eteachi nghelptheteachert oimpr ovehi steachingskill
soneatat ime.
Sev eralsuchsequencescanbepl annedatt hedepar tmental l
ev el.

Adv
ant
agesofmi
crot
eachi
ng

Mi cr
oteachi
nghasseveral
advant
ages.Itf
ocusesonshar peninganddev elopi
ngspecif
ic
teachingski
ll
sandeli
minati
ngerr
ors.I
tenablesunder
standingofbehav i
our si
mportantin
classroom t
eachi
ng.I
tincr
easest
heconf i
denceofthelearnerteacher
.Itisavehi
cleof
continuoust r
ainingappli
cableatallst
agesnotonlytot eacher
satthebeginningoftheircar
eer
butalsof ormor eseniorteachers.I
tenablesproj
ecti
onofmodel i
nstruct
ionalski
ll
s.Itprovi
des
expertsuper v
isionandaconst ructi
vefeedbackandabov ealli
fpr
ov i
desforrepeat
edpr acti
ce
withoutadv er
seconsequencest otheteacherorhisstudents.

Cr
it
ici
sms

Lackofadequat eandi ndepthawar enessoft hepur poseofmi cr

oteachi
nghasl edtocr i
ti
cisms
thatmi crot
eachingpr oduceshomogeni sedst andardrobotswi thsetsmil
esandpr ocedur es.I
t
i
ssai dt obe(wr ongly
)af orm ofplayact i
ngi nunnat ur
alsurroundingsanditisfearedthatthe
acquiredskill
smaynotbei nt
ernali
sed.Howev er
,thesecrit
icismslacksubstance.Al otdepends
onthemot i
vationoft heteachertoimpr ov ehimselfandt heabi l
i
tyoftheobservertogivea
goodf eedback.Repeat edexper i
ment sabr oadhav eshownt hatoveraperi
odoft ime
microteachingpr oducesremar kableimpr ovementi nteachingskill
s.

Q.
5Discusst
heimport
anceofest
abl
i
shmentofpar
ti
cipat
ebet
weent
het
eachert
rai
ning
i
nst
it
uti
onofPaki
stan.

I
n-Ser
viceTr
aini
ng

Acorner stoneofschoolt
ransformationf
orimprovementisthecatalyt
icrol
eoft eachersand
headt eachers,whi
chinturni
shi ghl
ydependentupont hei
rprof
essionalabi
li
ties.ITAsince
2000,hasbeenengagedwi thin-servi
cetr
aini
ng.Thisi
sconductedatbot h,i
n-countryandoutof
countrylevelstosuppor
tconti
nuouspr of
essionaldev
elopment(CPD)f orpri
mar yand
secondar yteacher
sandmanager s.

Conti
nuousPr
ofessi
onal
Dev
elopment(
CPD)Teacher
s;Headt
eacher
s;Tr
ainer
sand
Super
visor
s

Obj
ect
ives:
Toworkdi
rect
lywi
thpar
tnerschool
s,publ
i
candpr
ivat
eteachert
rai
ningi
nst
it
uti
onandt
he
cor
por
atesect
orasaservi
ceprovi
der

Toenhancetheover
allpr
ofessi
onalexper
ti
seofschool
teacher
sandheadteachrs(
ECE,
el
ementary
/secondary
)inpubli
csectorandnon-
stat
eschools(for
malandnon-f
ormalsy
stems)

Toincul
categeneral
andspeci
fi
cpedagogi
cal
ski
l
lsi
nteacher
sbasedont
rai
ningneeds
assessment,
evaluat
ionandr
esear
ch

Toi
mpar
thandsont
echni
quesofcl
assr
oom,
cur
ri
cul
um managementandext
ensi
on

Toimprove,adaptandredesi
gnt
hecontentknowledge,ski
ll
sandat
ti
tudesi
nPr
imar
y&
Secondar
ylevelEngli
sh,
Mathemat
icsandScienceteaching

Tosensi t
izeschoolheads/
princi
palsoneducationalmanagementaspect swit
h part
icul
ar
focusoneducat i
onchanget heor
ies,r
ightsbasededucati
on,inter
act
iveteachi
ngmethods,
effect
iveschoolmanagementandsuppor ttoemergi
ngdi sci
pli
nesofbrainsci
ences,
ICTs,
histor
icalenqui
ry,
andeducat i
onforsustainabl
edevelopment

OutofCount
ryI
n-Ser
viceTr
aini
ng:

Paki
stani
Teacher
sTr
aini
ngSummerI
nst
it
ute–att
hePl
ymout
hSt
ateUni
ver
sit
y(PSU)USA
PSU

In2004Paki st ani Teacher sTrainingSummerI nst i

tut ewasl aunchedast hei naugur al pr
ogr am,
super sedingt he9/ 11commi ssionRepor twhi chi ncl udedar ecommendat i
ont o“ str
engt hen
l
ong- term U. S.andi nter nationalcommi t
ment stot hef utureofPaki stan” .Since2004eachy ear
theU. S.Depar tmentofSt ate,Bur eauofEducat i
onal &Cul turalAffair
s, hasawar dedUS
$250,000t ot hePl ymout hSat eUnv i
ersityNewHampshi reUSAt obring20- 25Paki stani
admi nistrator s,manager sandt eacher stocampusf oraf ourt ofiv
e-weekgr oundbr eaking
program andcr oss- cultur alexchange.Thegoal wast ohel peducat orsenhancet hei
rsubj ect
knowl edge, pedagogi cal skill
sanddi spositiont owar dnewway soft eachi ng.Eachy earsi nce
2004t heSummerTr ainingI nst
itutei sacol labor ationbet weenPl ymout hSt ateUni versi
ty( PSU)
NH, USA,I dar a- e-
Tal eem- o-Aagahi (
ITA)andSchool Impr ovementNet wor kPaki stan( SI
NP) .
Plymout hSt at eUni v ersityTeacher sTr ai
ningPr ogr am i sacont i
nuationofI dara-e-Taleem- o-
Aagahi ’s(’Cent reforEducat ionandConsci ousness’ )st ruggleforcapaci tybui l
dingof
stakehol dersf rom t heeducat i
onsect or.Thist rainingi sai medati mpr ovingt hepedagogi cal
skil
lsandknowl edgeamongstt het eacher sbel ongi ngmai nlyfrom thePubl icsect orandf r
om
ethnicallyandgeogr aphi call
ydiv ersebackgr ounds.Teacher st hemsel v eshav ebeendemandi ng
forsucht rai
ni ngoppor tuniti
es.Thi strainingpr ogr am i sexpect edt of ulfi
llt
hei rdemandsand
enhancet hei rcapaci tyt opr omot equal i
tyeducat ioni nPaki stan.

Pr
ogr
am Goal
s
Todev elopanddeli
vertechnicalt
raini
ngintheareasofMathemati
cs,Sci
enceandEngli
sh,
focusinginsecondar
ylevelteachers,educat
ionmanagers/admini
str
ator
s,resear
cher
sand
planners.

Tobuil
dandpromotemutualunder
standi
ngbet
weent
heUSAandPaki
stant
hroughsuchcr
oss
cul
tur
aleducat
ionl
i
nkages.

Pr
ogr
am Obj
ect
ives

Topr
ovi
det
rai
ningt
o20t
o25educat
orsf
oraper
iodof5weeksev
eryy
ear
.

Toupgr
adet
heski
l
lsofpar
ti
cipant
stoi
mpr
ovet
hei
rabi
l
iti
esi
nthei
rrespect
ivef
iel
ds.

Toi
ntr
oducet
hemoder
ntechni
quest
opar
ti
cipant
s,usedi
neducat
ional
inst
it
uti
ons.

Pl
ymout
hSt
ateUni
ver
sit
y

PlymouthSt ateUniver
sit
yisacoeducat ional
,residentialuniversit
ywithanenr oll
mentof
approxi
mat ely3,
800under graduatestudentsand1, 500gr aduat estudents.Establi
shedin1871,
theuniv
ersityoffersB.A,B.
Ed, B.
Sc,M.BA, M.AandM. Eddegr eesandt heCer t
ifi
cateof
AdvancedGr aduat eSt
udies(CAGS)i nEducation.Ply mout hStateUniversit
yisaccr edi
tedbythe
NewEngl andAssoci ati
onofSchool sandCol l
eges, theNewHampshi r
ePostSecondar y
Educati
onCommi ssi
on,andt heNati
onal CouncilforAccr edi
tationofTeacherEducat i
on
(NCATE).

Out
comes:

Newskil
ls,
knowledgeandatti
tudesaresustai
nedwithi
ntheparti
cipat
inginst
it
uti
onsandhave
l
edtoi
mpr ovedorgani
zat
ionalperf
ormanceinresear
ch,teachi
ngandlearningout
comesinthe
cor
eareasofMath,Sci
enceandEngl i
shlanguage.

Part
ici
pant
sonr et
urningtotheirworksit
escommi tt
hemselvestosharethei
rnewknowledge,
ski
ll
sandpercepti
onswi t
hcolleaguesandinfl
uenceout
reach-t
raini
ngservi
ceswit
hinPaki
stan.
Over116,
000teachers/t
rai
nershav ebeentr
ainedby65alumni ofPSUsince2004.
.t
henumber
i
sgrowing

Maj
ori
tyoftheret
urni
ngpart
ici
pant
s/al
umni
haveachi
evedsi
gni
ficantpr
omotions,
Inonecase
t
heDir
ectorSecondar
ySchoolsi
nAJKhasbecometheSecr
etar
yEducationAJ&K!

Arecurr
entf
indingist
hatofat
ti
tudi
nal
transf
ormat
ionwhi
chi
ntur
nhasposi
ti
vel
yinf
luenced
pr
ofessi
onalpract
ice

Par
ti
ci
pant
shav
efor
mednet
wor
kingt
eamsandl
i
nkageswi
thot
hergr
oupst
omut
ual
l
yenhance
capabi
li
ties,r
einf
orceleader
shippotenti
alsandpr omot
eposi
ti
vepedagogi
cal
trendswi
thi
nthe
countr
y.Itishopedthatsuchinit
iat
iveswil
lleadtobett
erl
ear
ningout
comesand
prof
essionali
sm inthefi
eldofteachi
nginPaki st
an.

Suchpr
ogramspromotegoodwi
l
landcul
tur
alunder
standi
ngbet
weent
hePaki
stani
and
Ameri
canpart
ici
pant
s.

I
nst
it
uti
onal
par
tner
sofI
TA;

Feder
alDi
rect
orat
eofEducat
ion(
FDE),

Feder
alCol
l
egeofEducat
ion(
FCE)
,Isl
amabad

Al
l
amaI
qbal
OpenUni
ver
sit
y,I
slamabad

Depar
tmentofEducat
ionSi
ndh

Si
ndhEducat
ionFoundat
ion(
SEF)

AgaKhanUni
ver
sit
y–I
nst
it
uteofPr
ofessi
onal
Dev
elopment(
AKU-
IED)

Fat
imi
yahSchool
Syst
em Kar
achi

Depar
tmentofEducat
ionBal
ochi
stan

Depar
tmentofEducat
ionPunj
ab

Di
rect
orat
eofSt
affDev
elopment(
DSD)
,Gov
tofPunj
ab

Uni
ver
sit
yofEducat
ionLahor
e

Punj
abUni
ver
sit
y–I
nst
it
uteofEducat
ionResear
ch(
IER)

Punj
abEducat
ionFoundat
ion

Gov
ernmentCol
l
egeofEl
ement
aryTr
aini
ng(
GCET)-
Mul
tan;

BeaconhouseSchool
Syst
em

Wor
ldWi
l
dLi
feFund

Sanj
anNagarPubl
i
cEducat
ionTr
ust(
SNPET)

Di
rect
orat
eofEducat
ion-FATA

Kashmi
rEducat
ionFoundat
ion(
KEF)

Depar
tmentofEducat
ionAJK

xpandi
ngf
rom I
n-Ser
vicet
oPr
e-Ser
vice–t
henat
ural
syner
gy
Wi t
hsuchar ichanddiversebaseofi nst
it
utionalpart
nershipsandsomet i
mesasmanyas800
teacher str
ainedeachmont hforasi xdaytraini
ngprogram, I
TAdecidedin2007toembar kon
upgr adingit
swor kbyembar ki
nguponanent er
pri
setit
led:theInsti
tut
ionforPr
ofessi
onal
Dev elopment–Paki st
an Thi sshifthasbeenr eadi
lysuppor t
edbyitsboard,i
tsi
nstit
utional
partnersandbycor poratesocial
responsibil
ity(CSR)partnersofITA.UNILEVERPakistanhas
agreedt of
inancethei
niti
altwoy earsofwor kofIPDini t
sf ormati
onphase.

I
PDPakist
anispoisedtoini
ti
ateapre-ser
viceprogr
am f
ort
eacher
sandheadt eachersi
n2009
Sept
ember,wi
thaffi
li
ati
ontothePunjabUniversi
tyandI
ER,
IPDPakist
anaspi
rest obecomea
degr
eeawardi
nginsti
tut
ionby2012.

IPDwi llbeengagingwi t
hthepr ocessest owar dsapre-servi
cet eachereducationref
orm
program,par ti
cularl
y,theB.edf ouryearprofessionaldegreethathasbecomeanecessi t
yto
elevatethestatusandski l
lsetofteachers.B.edasaf ouryearpr ogram wil
lbecomet he
mi l
estoneforreform ofPTC, CTandot herdiplomaswhi chwillallhavealogicalandmodular
l
inkt othefoury earB.edtoallowfortheexistingPTC, CTt eachersoppor t
uniti
esforworki
ng
towar dstheB.edt hr
oughaf lexi
bleandstagger edapproach.

Goal

Toestabl
ishastat
eoftheart“i
nst
it
utef
orpr
ofessionaldevel
opmentPaki
stan”f
orpr
eandi
n-
ser
vicetr
aini
ngofeducat
orsasadegr
eeawar
dinginsti
tuti
on

Obj
ect
ives

Toestabl
ishedawell
gover
nedInsti
tut
eofProf
essi
onal
Dev
elopmentmeet
ingi
nter
nat
ional
st
andardsofexcel
l
enceandquali
tyassur
ance

Toengageinsystemi
cref
orm oft
eachereducati
onprogramsbothpreandi
n-ser
vicei
ngener
al,
andpreser
viceinpar
ti
cul
art
owardsaf ouryearpr
ofessi
onaldegr
ee

Tor
esearchf
ornewpar
adigmsofeducati
onandprof
essi
onaldev
elopmentbyexpl
ori
ng
i
ndi
genoussour
ces,
emergingbr
ainsci
encesandt
echnol
ogi
es

Tointegr
atei
nall opt
ionsofpr
ofessi
onaldev
elopmentthedi
mensionsofci
ti
zenshipandci
vic
educati
on,hi
stor
icalmethodsandcli
matechange/educat
ionf
orsustai
nabl
edevelopment.

Toacti
vel
yseekinst
it
uti
onall
inkageswi
thi
nPakist
an,Sout
hAsi
aandI
nter
nat
ional
l
yfor
af
fi
li
ati
on,col
l
aborat
ivedegr
eesandcerti
fi
cat
ionprogr
ams.

Tomobil
i
zescholarshi
psf
orstudent
sinneedpart
icul
arl
ywomenanddi
sadv
antagedgroups
fr
om mul
ti
plesources,
gov
ernmentandnon-gov
ernment,bot
hwi
thi
nandout
sidePaki
stan.
Tr
aini
ngTeam

Inadditi
ontoitsi
n-houset rai
ner sandr esourceper son,ITA’straini
nguni t
’scapacit
yisfurther
str
engthenedby80al umnitrainedfrom Ply mout hStateUni v
ersityNH, USAasapar t
nership
betweenPSUandI TA.Thesecompr i
seofr esour cepersonsf rom theDirectorat
eofSt af
f
Development(DSD) ,Univ
ersityofPunj abIER, Universi
tyofEducat i
onPunjab,FederalCollegeof
Education(FCE),
AllamaI qbalOpenUni versi
ty(AI OU)Bur eauofCur ri
culum Balochi
stan,Sindh
EducationFoundation(SEF),AKU–I ED,Prov i
ncial I
nst
ituteofTeacher sEducat i
on(PITE),
GovernmentCol l
egeofEl ement aryTeacher s(GCETs) ,sev er
al headteachers,secondarylevel
subjectspeci
ali
sts.90%bel ongt opubl i
csect or
.

I
TA’strai
nershav
ebeencer
ti
fi
edbyPunjabEducat
ionFoundat
ionandI
TAi
srat
edasanA+
par
tnerorgani
zat
ionbyt
hePunj
abEducati
onFoundati
on.

Tr
aini
ngMet
hodol
ogi
es:

Thefoll
owi
ngpart
ici
pator
yt ool
s/met
hodologi
esar
eobser
vedbyt
het
rai
ner
stomaket
he
tr
aini
ngsessi
onsi
nteract
iveandmeani
ngful:

Br
ainst
ormi
ng

Di
alogui
ngf
orr
efl
ect
ionandchange

Gr
oupwor
k

I
nter
act
ivel
ect
uressuppor
tedbymul
ti
-medi
a

Pr
esent
ati
onsbyt
het
rai
nees

Rol
ePl
ay

Wor
ksheet
s

Or
alandwr
it
tenassessment

Usageoff
li
pchar
ts

Dr
awi
ngs/
model
sbyt
hepar
ti
cipant
s

Tr
aini
ngModul
es&mat
eri
aldev
elopedbyI
TA
1.School
Leader
shi
p

Manual
onSchool
sImpr
ovementt
hroughEf
fect
iveLeader
shi
p

Focal
Teacher
sTr
aini
ngmanual

Manual
onSchool
leader
shi
pDev
elopmentpr
ogr
am

Tr
aini
ngFaci
l
itat
ionSki
l
ls