Teacher Education in Pakistan PDF

 TEACHER EDUCATION IN PAKISTAN Course Code: 8626 Unit 1-9 Department of Secondary Teacher Education FACULTY OF EDUCATION ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD i ...

 TEACHER EDUCATION IN PAKISTAN Course Code: 8626 Unit 1-9 Department of Secondary Teacher Education FACULTY OF EDUCATION ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD i  All Rights Reserved No part of this publication may be reproduced or transmitted in any form or by any means i.e. electronic or mechanical, including, photocopy, recording or any information be stored through retrieval system without prior permission in writing from the publisher/author. (All Rights are Reserved with the Publisher) First Printing.............................. 2018 Quantity..................................... Price........................................... Rs. Layout by................................... Muhammad Javed Printer....................................... Printing Press Operations Committee Publisher....................................... Allama Iqbal Open University, Islamabad ii  COURSE TEAM Chairperson: Dr Naveed Sultana Course Development Coordinator: Dr Muhammad Tanveer Afzal Unit Writers: Dr Muhammad Tanveer Afzal Ms Saima Iram Ms Munazza Afzal Ms Shazia Khanum Ms Afroz Jan Ms Nazia Shehzadi Ms Shahida Perveen Ms Fatima Maqsood Ms Nazia Fardous Reviewer: Dr Naveed Sultana Dr Munazza Ambreen Dr Muhammad Tanveer Afzal Editor: Fazal Karim Course Coordinator: Dr. Muhammad Tanveer Afzal iii  FOREWORD Education is a vital investment for human and economic development and is influenced by the environment within which it exists. Traditions, culture and faith combine to reflect upon the education system. The element of continuity and change remains perpetual and it is up to the society to determine its pace and direction. Changes in technology, employment patterns and global environment require policy response. An educated society may respond better to the policies that consequently help to improve the economic and social conditions of the human beings. Teachers play vital role in educating society and preparation of such teachers who can transform society is of pivotal value in its formation. Therefore, for the development of the society, the educators are focusing on the development of the teacher education departments and the curriculum and its alignment with the societal changes. The trend of quality enhancement has been witnessed over the decades across the globe, this movement also prevails in Pakistan and the teacher education programs are being accredited with the purpose to produce sufficient number of teachers with high quality of teaching skills. In order to meet the increasing needs for high quality teachers and to delineate the learning path of prospective teachers for the teacher education programs the AIOU has focused on the revision of the curriculum. This will result in fulfilling the demand that the future teachers should be equipped with the latest knowledge and pedagogical skills before they enter to teach in the actual classroom setting. The curriculum of teacher education programs was developed almost a decade ago. Therefore, there is a need to integrate the knowledge to meet the pedagogical demands that empower the teachers to cope with the challenges of the 21st century. The content of the professional development that is associated with high-performing schools is always focused and served a well-planned long-term strategy. The Departments of Teacher Education on the recommendation of Higher Education Commission of Pakistan are developing their curriculum keeping in consideration the National Professional Standards for Teachers and also inclined to accredit the programs as per guidelines of National Accreditation Council for Teachers (NACTE). This course has been developed under the vision “Revision of Curricula” as per requirement and need of the society and teachers community. I hope that this will help the prospective teachers to enhance their professional knowledge, pedagogical skills and attitude towards teaching profession. January, 2018 Dr. Shahid Siddiqui Vice Chancellor iv  ACKNOWLEDGEMENT In the current era, those responsible for teachers have a great challenge to face, as they have to meet current systems of educational needs. It remains true that quality education requires good teachers, and with information explosion and the advances in communication technology, this will be even true. The teacher education department, realizing this challenge, has offered this course in its B.Ed (1.5 Years) program. The launching of this program could not have been possible without the facilitation and encouragement of the Vice Chancellor. Dr. Shahid Siddiqui. The efforts of the Dean Faculty of Education, Prof. Dr. Nasir Mahmood in streamlining the process of convening faculty board meetings and getting timely action is admirable. I would like to acknowledge the inputs of all the members of Committee of Courses, Course Development Coordinator, writers and reviewers for completion of this textbook. I hereby also acknowledge the efforts of Dr. Muhammad Tanveer Afzal for development of the textbook as per vision of Vice Chancellor, Dr Shahid Siddiqui. I hope that the course will address the needs of the teacher educators more appropriately and will enhance their knowledge. Chairperson Department of Secondary Teacher Education v  COURSE OBJECTIVES After studying the course “Teacher Education in Pakistan, code 8626” you will be able to: 1. delineate the nature and scope of teacher education. 2. identify the structure of teacher education system before and after partition. 3. identify the effect of 18th amendment in the constitution of Pakistan on teacher education. 4. establish relationship between the process of education and teacher education development. 5. describe significant changes which have taken place in the field of teacher education. 6. work out the implications of the education policies and find out their impact. 7. identify the teacher competencies and the role of educational technology. 8. develop competencies according to National Professional Standards for Teachers in Pakistan. 9. compare and contrast the education system in Pakistan with other countries of the world. 10. identify the challenges of 21st century relevant to teacher education. COURSE INTRODUCTION The course “Teacher Education in Pakistan, Code 8626” is three credit hours course consists of nine units. At present due to changes in the educational setup like 18th amendment in the constitution of Pakistan, revision of national curriculum and national educational policy 2009 has influenced the educational context, so keeping in view the above said scenario, the course has been planned to offer B.Ed (1.5 years) students with the intention that it will help in developing the understanding of the learners teacher education and its background in Pakistan as well as across the globe. This will be beneficial toward the development of professional knowledge, skills and attitude toward teaching. The course is structured in way that its first unit shed light upon the context of teacher education in Pakistan and across the globe; the development of the national professional standards for teachers in Pakistan has also been discussed. The second unit is about the Islamic perspective of teacher education in order to summarize some of the developments brought by the Muslim scholars in teacher education. Third and fourth units are about the development and the future of the teacher education in Pakistan, establishment of new institutions and 18th amendment in the constitution of Pakistan according to which now education is the sole business of the provinces. The structure and curriculum of teacher education has been discussed in unit-5, details related to the offering of Associate Degree in Education and revision of scheme of studies for the Master, M.Phil and PhD levels have been added to provide updated knowledge to the prospective teachers. The instructional strategies and role of educational technologies was enriched by providing relevant material in the units six and seven. Some recent development in comparative perspective and challenges of teacher education have been added in units eight and nine respectively. The course is meant for the 16 years graduates having degree other than education, so it will be beneficial for them to enhance their knowledge, skill and attitude towards teaching and teacher education. Dr Muhammad Tanveer Afzal Course Development Coordinator vi  CONTENTS Unit–1: Introduction to Teacher Education............................................................... 01 1.1 Teacher Education.................................................................................. 04 1.2 Aims and Objectives of Teacher Education............................................ 08 1.3 Application of Old and New Methods of Instruction............................. 11 1.4 Ideological Basis of Education in Pakistan............................................. 14 1.5 The Role of Guidance and Counseling................................................... 18 1.6 Community and Education..................................................................... 22 1.7 Research and Education.......................................................................... 26 1.8 Summary................................................................................................. 27 1.9 Self-Assessment Questions..................................................................... 28 1.10 Suggested Readings............................................................................... 30 Unit–2: Teacher and Teaching (Islamic Perspective).............................................. 31 2.1 Teacher in Islamic Education................................................................. 33 2.2 Responsibilities of a Teacher in Islamic Education................................ 36 2.3 Quranic Concept of Teacher Education.................................................. 38 2.4 Prophet (PBUH), Education and Teacher............................................... 43 2.5 Methods of Teaching from Islamic Perspective..................................... 47 2.6 Self-Assessment Questions..................................................................... 53 2.7 Suggested Readings................................................................................ 54 Unit–3: Development of Teacher Education in Pakistan......................................... 55 Introduction...................................................................................................... 56 Learning Outcomes........................................................................................... 57 3.1 Teacher Education Systems in Pakistan................................................. 58 3.2 In-service and Pre-service Training........................................................ 70 3.3 Comparison of Anglo-Indian and Schools of Bengal............................. 73 3.4 Development and Problems of Teacher Education................................. 79 3.5 Summary................................................................................................. 92 3.6 Self-Assessment Questions..................................................................... 93 3.7 Suggested Readings................................................................................ 94 Unit–4: Teacher Education Prospects and Future.................................................... 95 4.1 Structure of Teacher Education and its Future....................................... 97 4.2 National Education Policy 1998–2010................................................. 102 4.3 Problems and Issues of Teacher Education.......................................... 106 4.4 Elementary and Secondary School Teacher Training........................... 108 4.5 Primary Teacher Education in Pakistan................................................ 114 4.6 Self-Assessment Questions................................................................... 116 4.7 Suggested Readings.............................................................................. 117 Unit–5: Structure and Curriculum of Teacher Education.................................... 119 5.1 Structure of Teacher Education............................................................ 122 5.2 Need and Scope of Teacher Education................................................. 124 5.3 Curriculum............................................................................................ 127 5.4 Gaps in the Existing Structure and Curriculum.................................... 134 5.5 Proposed Structure and Curriculum of Teacher Education.................. 142 5.6 Implications of the Structure................................................................. 148 5.7 Self-Assessment Questions................................................................... 150 5.8 Suggested Readings.............................................................................. 151 vii Unit–6: Instructional Strategies and Techniques................................................... 153 6.1 Computer Assisted Instruction.............................................................. 155 6.2 Non-Graded Classes or Mixed-Ability Groups.................................... 158 6.3 Formal and Non-formal Education....................................................... 161 6.4 Distance Education............................................................................... 163 6.5 Open Learning...................................................................................... 168 6.6 Correspondence Education................................................................... 169 6.7 Package Instruction............................................................................... 171 6.8 Team Teaching..................................................................................... 174 6.9 Discussion Method............................................................................... 177 6.10 Lecturer Method of Teaching............................................................... 180 6.11 Case Method......................................................................................... 180 6.12 Active Learning Strategies.................................................................... 181 6.13 Questioning Techniques....................................................................... 182 6.14 Summary of the Unit............................................................................. 185 6.15 Self-Assessment Questions................................................................... 185 6.16 Suggested readings............................................................................... 186 Unit–7: Teacher Competencies & Role of Educational Technology..................... 187 7.1 Teacher Competencies.......................................................................... 189 7.2 Micro Teaching..................................................................................... 203 7.3 Role of technology in Teacher Education............................................. 205 7.4 Self-Assessment Questions................................................................... 211 7.5 Suggested Readings.............................................................................. 212 Unit–8: Teacher Education: A Comparative Perspective....................................... 213 8.1 Teacher Education Programmes in UK (England, Wales and Scotland).. 215 8.2 Trends in Teacher Education in UK..................................................... 216 8.3 Teacher Education Programmes in USA.............................................. 217 8.4 Trends in US Teacher Education.......................................................... 219 8.5 Teacher Education in Japan.................................................................. 220 8.6 Teacher Education in Developing Countries........................................ 222 8.7 Teacher Education in China.................................................................. 222 8.8 Teacher Education in India................................................................... 225 8.9 Teacher Education in Malaysia............................................................. 228 8.10 Teacher Education in Sri Lanka............................................................ 230 8.11 Teacher Education in Thailand............................................................. 233 8.12 Self-Assessment Questions................................................................... 236 8.13 Suggested Readings.............................................................................. 237 Unit–9: Teacher Education and Challenges of 21st Century................................. 239 9.1 A teacher’s Tool Kit............................................................................. 241 9.2 New Professional Profile of the Teaching Staff................................... 243 9.3 Cooperative Teaching........................................................................... 247 9.4 Remedial Teaching............................................................................... 251 9.5 Partnerships with Teacher Training Institutions................................... 256 9.6 Reflective Practice................................................................................ 258 9.7 Action Research................................................................................... 262 9.8 The Promise for the 21st Century.......................................................... 265 9.9 Summary of Unit.................................................................................. 268 9.10 Self Assessment Questions................................................................... 269 9.11 Suggested Readings.............................................................................. 270 viii Unit - 1 INTRODUCTION TO TEACHER EDUCATION Written by: Dr. Muhammad Tanveer Afzal Reviewed by: Dr Naveed Sultana 1  INTRODUCTION Teacher education is considered as plan and actions performed by the teacher educators by training and research for the teachers of all levels. Concept of teacher education may be defined as program comprising education, practical skill and research work done by the individual aimed to develop skills for teaching from primary to higher education levels. Teacher education is conceptualized as course of actions aimed to enhance the skills and competencies of teachers so that they meet the challenges of actual classrooms and future. Goods Dictionary of Education defines teacher education as “all the formal and non-formal activities and experiences that help to qualify a person to assume responsibilities of a member of the educational profession or to discharge his responsibilities more effectively.” Whereas UNESCO (2005) views it as “addresses environmental, social, and economic contexts to create locally relevant and culturally appropriate teacher education programmes for both pre-service and in-service teachers.” Due to change in the educational context in the current era and changing nature of the societal trends teacher education knowledge and skills are in constant flux. Teacher is anchor of all the activities so its knowledge is considered more important in this situation. Knowledge is extending in all directions day by day along with the methods of teaching and modes of delivery. Therefore there is a need that teachers should know about the recent technologies to be used and its potentials for enhancing the learning. Although pedagogical aspects of teaching were emphasized in our educational policies but implementation always remained problem. Along with content knowledge and pedagogical content knowledge teachers’ should have strong commitment and positive attitude towards teaching profession. Commitment and attitude may be developed by providing comprehensive teacher education opportunities to the prospective teachers. Teachers should be prepared to accept the challenges of the future changing world, and this can be only done by providing excellent pre-service, induction and in-service professional education. This will help teachers to be aware about the recent developments in the knowledge and profession. Teachers have central place in development of the nations and all the values, norms and characters are being imparted to students through teachers. Therefore it’s the scope and importance of the teacher education is manifolds. New teachers should be equipped with recent technologies and teaching methods, serving teachers should be involved in refreshers courses not only based on content rather pedagogical content knowledge and attitude also so that they can perform their best in the classrooms. In net shell the aim of teacher education and professional development is to provide the professional having strong pedagogical content knowledge, and positive attitude towards teaching and profession. The practical skills of classroom management, assessment and adjustment of the teaching techniques are compulsory components to be focused. The teachers should be competent enough to engage the learner in practical activities to achieve the desired learning outcomes; he/she should be well versed in the field of 2 education and will be capable to conduct research in the field of teacher education. They must have skills to grasp the concepts from the recent researches being conducted in the field of teacher education and apply it for improved classroom interaction. In this unit we will study in detail different aspects of teacher education e.g. the aims and objectives, different teaching methods, ideological basis of education, role of guidance and counselling, community education and role of research in teacher education. LEARNING OUTCOMES It is hoped that the study of the unit will enable you to: 1. delineate the nature, scope and significance of teacher education. 2. explain the necessity of teacher education in Pakistani Context. 3. identify major aims of teacher education as a discipline of study. 4. evaluate the used appropriate teaching methods that can be attempted in imparting knowledge to the students in local setting. 5. explain the spirit of Islamic education and the foundation laid down for the curriculum. 6. explain the vast role of teacher for school, community and state. 7. examine the potential benefits of research-based skills and knowledge for improving school performance. 3 1.1 Teacher Education Imparting knowledge, skills and dispositions to individuals focused to develop their capacities for teaching is considered as teacher education. Teacher education equips pre and in-service teachers with the professional knowledge and skills necessary to educate others in general or specialized subjects. Teacher training generally perceived as training of the teachers in the formal teachers training institutions. In general, it does not refer to informal learning attainted by the individual that may be part of a teacher's work or career. According to UNESCO, teacher education institutions "serve as key agents of change in the transformation of education and society". These institutions form pre-service or in- service teachers, providing them with the professional knowledge and skills they need to become effective knowledge transmitters. Initially the teacher preparation program was named as teacher training, aimed to prepare teachers as mechanics or technicians. It had narrower goals with focus on skill training only. As Kilpatrick viewed "Training is given to circus animals and artists, while education is aimed at human beings". Teacher training covers teaching skills, solid pedagogical theory and professional skills. 1. Teaching skills would include providing training and practice in the various Teaching skills would Teacher Education = include providing training and practice in the different techniques, approaches and techniques that Teaching Skills + would help teachers plan and deliver instruction, provide appropriate reinforcement and perform Pedagogical theory + effective assessments. Include effective classroom management skills, preparation and use of Professional skills. instructional materials and communication skills. 2. Pedagogical theory includes philosophical, sociological, and psychological considerations that would allow teachers to have a strong foundation for practicing teaching skills in the classroom. The theory is specific to each level and is based on the requirements and needs that are characteristic of that level. 3. Professional skills include techniques, approaches and strategies that emphasize teachers to take interest in profession. In professional skills there are interpersonal skills, advisory skills, interpersonal skills, IT skills, and information retrieval and management skills and, above all, lifelong learning skills are included. An amalgam of teaching skills, pedagogical theory and professional skills would serve 4  to create the correct knowledge, aptitude and skills in teachers, thus promoting holistic development. Therefore, teacher training is considered a continuous process, starting with an initial and continuing training phase throughout the teacher's professional life during regular and prolonged periods of in-service training. Maintaining the vision that a teacher should continue to learn during the purpose of his service is mandatory. In addition, teacher education institutions have the potential to make changes within educational systems that will shape the knowledge and skills of future generations. Institutions for teacher education act as key agents of change in the transformation of education and society, so that the future is possible. The role of teacher education institutions is multifunctional. Some of the key functions are summarized below.  Revitalize the educational set ups.  Reshape and align the knowledge and skills with the future needs.  Hope for sustainable future of the society.  Professional development of teachers. Teacher training institutions not only educate new teachers but also update the knowledge and skills of teachers in service, create a teaching curriculum, provide professional development to practicing teachers, contribute to textbooks, consult schools premises with regional and national educational ministries. Nature of Teacher Education: Teacher education is conceptualized as subject knowledge, pedagogical skill and the dispositions of the individual. It aims to impart knowledge to the students with appropriate skills so that learning becomes easier for them. Teachers responsible to impart and transmit knowledge of pedagogy to prospective teachers are known as teacher educators (or, in some contexts, teacher trainers). Teacher education is ideally categorized in three stages. 1. Pre Service Teacher Education 2. Induction Training (aimed to familiarize the newly inducted teachers with the context and teaching learning environment) 3. Continuing Professional Development (CPD) 5 Lets us discuss pre-service and continuous professional development in detail here. 1. Pre- Service/Initial Teacher Education Across the globe pre-service/initial teacher education is provided through higher education institutions and is based on two major models. a) In the "consecutive" model, a teacher first obtains a grade in one or more subjects (often a degree), then studies for an additional period to obtain an additional qualification in teaching. b) In the alternative "competitor" model, prospective teacher gain both subject matter knowledge and the pedagogical skills simultaneously. This helps him/her to get degree or certificate for teaching of specific subject. Many institutions use combination of both models and some teacher education institutions also give weight-age to school experience gained in close supervision of an experienced teacher. Other ways are also available. In some countries, it is possible for a person to receive training as a teacher working in a school under the responsibility of an experienced and certified professional. In Pakistan, all RITEs (regional training institutes for teachers and schools in service) produce elementary school teachers. The new ADE system, which is a two-year program, has been introduced. Both public sector and private sector universities have produced the undergraduate and master's degrees, as well as M. Phil and Ph.D. teachers in education. The University of Education in Lahore was established and dedicated exclusively to teacher training programs. The Allama Iqbal University produces teachers of all categories throughout Pakistan using distance mode of learning. The Teacher Education Curriculum is designed by HEC and the Provincial Curriculum Office of the various Provinces. The teaching medium is generally followed as English, but there is a frequent use of Urdu as a national language in teaching. However, the methods and methodology, as they appear in the respective program, vary from one institution to another. 2. Continuous Professional Development Because the world, which teachers are preparing young people to enter, is changing so rapidly, and because the required teaching skills evolve in the same way, no initial teacher education course can be enough to prepare a teacher for a career of 30 or 40 years. Furthermore, as the student body continues to change due to demographic problems, pressures continue on academics to master their subjects but also to understand their students. Continuous Professional Development (CPD) 6  is the process by which teachers (like other professionals) reflect on their skills, keep them updated and develop them further. Professional Standards for Teacher Educators In some parts of the world (especially in the United States, the Netherlands and Flanders) specific standards of professional practice have been developed. These establish the range of skills that a member of the teacher educator profession is expected to distribute, as well as attitudes, values and behaviors that are considered acceptable to be a member of the profession. It is expected that the profession of teacher educator will be able to deploy, as well as attitudes, values and behaviors deemed acceptable to the profession. Scope of Teacher Education: Teacher education mainly focused the following three areas.  Teacher education at different levels of education  Triangular basis of teacher education  Pedagogical aspects of teacher education As pedagogy is discussed in the entire course, so our focus here will be levels of education and triangular basis of teacher education. Teacher Education at different levels of Education: Teacher training reaches teachers at all levels of education, i.e, pre-primary, primary, primary, secondary, upper secondary and tertiary. The needs and needs of students and education vary at every level. Therefore, teacher preparation for level and phase is essential. Teacher training also helps to develop teaching skills in professors of professional institutions. Teachers in professional institutions only have the theoretical and practical knowledge of their respective subjects. They require specialized input for teacher training to address students entering their professions. Teacher education also reaches special education and physical education. Therefore, where there are teachers, there would be teacher training. The knowledge base is adequately specialized and diversified at different stages, in order to develop effective preparation processes for beginning teachers for the functions that the teacher should perform at each stage. Triangular Basis of Teacher Education: The construction of the relevant knowledge base for each level of the training requires a high degree of academic and intellectual understanding of the subject related to teacher training at each level. This implies the selection of theoretical knowledge from 7 disciplines related to education, namely psychology, sociology and philosophy, and their conversion into appropriate forms for teacher training. Teacher training derives its content from the disciplines of Philosophy, Sociology and Psychology. These disciplines provide the basis for a better understanding and application of teacher education. 1. The philosophical basis provides information to students about the implications of the different schools of philosophy, the ancient and modern philosophical thoughts, the educational thoughts of philosophical thinkers on education and its various aspects, Philosophy, such as the construction of the plan of study and discipline. Sociology 2. The Sociological basis helps the student teachers & to understand the role of society and its dynamics Psychology in the educational system of a nation and the world at large. It encompasses the ideals that influence national and international scenes. 3. The psychological basis helps students to develop ideas on the psychological composition of students. This allows students' teachers to understand themselves, their students and learning situations so that they can offer their students meaningful and relevant learning experiences. Activity-1 Visit a nearby Teacher education institution and Interview three teacher educators to explore their perception about the concept of teacher education and its importance. Analyze their views to generate conclusions. 1.2 Aims and Objectives of Teacher Education These terms are used in a technical sense and it is important for all teaching staff to be aware of their meanings. Aims An aim may be defined as long-term goal. Sometimes aim provides a goal for the teacher to achieve related to the learners and at times course aims obviously grade long-term goals related to the learner and sometimes there is a combined goal for the teacher and learner to accomplish together. The aim may be expressed as a goal for the teacher in the 8 range of the course whereas it can also indicate goals for the learner outside the period of the course. Objectives An objective is a short term goal which learners will accomplish within the course itself. Objectives are phrased in course documentation in such a way that describes to the learners what they should attempt to do as they learn. Learning Outcomes As aim and objective are in common language identical to goal, they are equally expressive of a procedure of goal-oriented learning. Therefore, the expression “learning outcome” is being replaced with objective in some educational organisations. Some organisations are using the term learning outcome in the part of a course description whereas aims are generally used. Reasons for Stating Aims and Objectives The statement of educational aims and objectives has several benefits:  To help teachers design the course content, the methodology, and the assessment procedures  To express the educational commitments of the course to the learners and to teachers  To recognize the material resources required for teaching learning process  To make available a foundation for estimating the course  To provide a base for excellence Classification of Educational Objectives A range of different types of intended learning outcomes can be covered in educational objectives. Proper balance should be maintained to each of these objectives. Therefore it is significant that the objectives should consist of samples of all of the four types. Some of the theoretical and individual skills may be basic, so it is very important to express them in the literature whether they are for a year or for a whole degree programme. Objectives should be outlined clearly and precisely considering the nature of the course and the outcomes. 9 Important Objectives of Teacher Education Some of the most important objectives of teacher education are as follows: 1. Subject Matter Knowledge: The most important objective is to cultivate an expertise of the knowledge of subject matter. 2. Pedagogic Skills: The main objective of teacher education is to improve the pedagogical skills to motivate the taught, in an artificially formed setting. The capacity to do, observe, infer and to generalize should be developed in the teachers. 3. Learner Psychology: To know the child psychology is very important so that the teacher may easily understand the difficulties faced by children. The understanding of child psychology will bring about new modes and methods of achieving the goals. 4. Developing attitude towards teaching: One of the major objectives of teacher education is to cultivate an appropriate attitude towards teaching so that maximum achievements from the material and human resources can be got. 5. Self Confidence in Teaching: The objectives of teacher education are to develop self confidence in teachers. He should be fully capable of adjustment with the physical conditions; he should develop adjustment with the social environment and adjustment with himself to develop emotional contentment in his life. 6. Empowering Learners: The objective of the teacher education is to develop the proper habits of taking care of their body. Confidence should be reflected in the behavior of the children not only at home but also in the school and in the streets. 7. Appropriate use of instructional facilities: The objective of teacher education is to develop the enabling skills of teachers. The teacher should develop the capacity to best utilize the available resources of the school by means of inventiveness of learning facilities. 8. Understanding Individual differences: The objective of teacher education is to understand the individual differences so that he may take appropriate steps to develop the abilities of children so that he may develop himself as a fully grown individual. 10 Indeed, long term goals are very important for teachers to focus on for preparing the learners for future life, preparing them not only to develop their abilities for applying and generating knowledge, but also continuously to refresh and upgrade their knowledge. Activity-2 Formulate the objectives, aims and the learning outcomes for the course of Teacher Education at master’s level. Discuss the formulated objectives, aims and learning outcomes with any of teacher educator and revise them to align the objectives with aims and learning outcomes. 1.3 Application of Old and New Methods of Teaching Teaching Method A teacher uses different teaching methods and principles for instruction to achieve the desired learning by students. Subject matter to be taught and the nature of the learner determine these strategies. Now a days student centered environment in school encourages a lot of creativity. It is a recognized fact that man’s development arises through logical reasoning. This rational thinking improves creativeness. Approaches for teaching can be generally divided into two kinds: 1. Teacher Centered Approach In teacher-centered approach, teachers are the main authority. Learners are considered “empty vessels”. They are passive and their role is to receive the information passively either by lecture method or by direct instruction and its purpose is to do testing and assessment. It is the topmost duty of instructors to impart information to their students. In teacher-centered approach teaching and assessment are regarded as two detached and isolated entities. Learning is measured by quantitatively scored tests and assessments. 2. Student-Centered Approach In Student-Centered Approach, teachers and students both perform an equally active part in the teaching learning process. The instructor’s principal role is to facilitate student learning and to give an overall understanding of the course content. Formal and informal forms of assessment are used to measure student’s learning. These forms of assessments are projects, portfolios, demonstration, recitation, memorization and class presentation etc. During teaching process student’s learning is constantly measured. The purpose of this topic is to evaluate the old methods of teaching along with new teaching style and then to recommend valuable instruction methods that can be tried in communicating information to the learners. Basically there should be two 11  major components in teaching; transfer and getting information. So, any method or style which serves this purpose in a most comprehensive way to achieving objective could be taken as innovative methods of giving education. In educational institutions if innovative methods of teaching may be used, they will improve the potential of the people to impart education, and also to enable individuals, support governance and stimulate the struggles to attain the goal for the country. Pre-technology education/ Conventional Education In the pre-technology education context, the teacher is the sender or the source, the educational material is the information or message, and the student is the receiver of the information. In terms of the delivery medium, the educator can deliver the message via the “chalk-and- talk” method. This method of instruction has its bases in the behavioral learning viewpoint as advocated by Skinner in 1938 and this technique remained popular and functional for many decades in all institutions of learning. Mostly, the instructional process revolves around the teacher who delivered the content to the entire class and the focus of the teacher was to put emphasis on factual information. In short, the teacher conveyed the content and the learner listened to the content and in this way, the learning method tends to be passive and non-creative (Orlich et al., 1998). It has been proved that the conventional lecture approach in classroom is of limited effectiveness in both teaching and learning. In such a lecture method learner’s attention weakens after 15-20 minutes. Some limitations which may prevail in traditional teaching method are: It’s a “one way flow” of information in which teachers does not know students responses and feedback and content is presented through lecturer notes and textbooks. Practical aspects are totally ignored. Interaction between learner and instructor is non-existent. Major emphasis is given on theory. It is based on rote memorization and getting marks instead of focusing on understanding and quality of education. Lecture Method The lecture method is appropriate and usually the most common one especially with larger classroom sizes. That’s why lecture method is mostly used in colleges and universities where students are more than hundred in classroom at once. The lecturer conveys the information that he considers the most significant, according to the lesson plan. The unpublished or not readily available material can be easily communicated to the learners. The teacher is the sole authority in the class whereas the students play an inactive role which may obstruct learning. The lecturer makes continuous effort to understand student problems and involve the learners to provide oral response. A demonstration in lecture method may also be utilized to verify details through a mixture of visual evidence and related reasoning. Classroom Discussion Classroom discussion is the most common teaching method which involves a lot of collaboration. In it each learner is provided the same chance to interrelate and present their opinions. Student’s understanding can be enhanced by class discussions and 12 student’s viewpoints can be increased by focusing on opposite views. Classroom discussions reinforce understanding and build self-reliance in learning. According to subject matter and format of the course opportunities for meaningful learning through classroom discussion may vary. Learning Process through Multimedia “I hear and I forget. I see and I believe. I do and I understand.” (Confucius) Multimedia, is the combination of different digital media kinds such as text, images, audio and video, into an integrated multi-sensory interactive application or presentation to convey information to an audience. Many institutes are trying to adopt problem based learning. They are producing the individuals who are innovative, critical and analytical, to solve problems. The teacher uses multimedia to adapt and present the content in a more expressive and meaningful way by means of diverse media features. These can be transformed, adjusted and modified for the ultimate presentation. By integrating digital media features into the assignment, the learners can learn in a much better way. Use of multi-sensory applications make the learning more activated and more motivated to retain the information in a better way. By incorporating television, internet, multimedia, and other modern devices in new teaching methods we can facilitate learning. Some teachers consider that the use of technology facilitates learning to some extent but it is not a substitute for instructive methods that inspire creativity and innovation. Hands-on activities A generally used teaching method is hands on activities. A vast majority of teachers are using activities that involve movement. Hands on activities motivate diverse parts of the mind. "The more parts of your brain you use, the more likely you are to retain information," says Judy Dodge, author of 25 Quick Formative Assessments for a Differentiated Classroom (Scholastic, 2009). Concluding the whole discussion, it can be said that different methods can be applied by the teachers according to the requirement of the content and keeping in mind the psychology of the students. But the use of an innovative method should never turn aside the fundamental objective of teaching. The innovative methods which are recommended are an extension to the customary procedures of learning. 13 Due to swift modification and amendments in today’s world, current new challenges place different demands on our learning method. It is the dire need of the hour to enhance the critical thinking and communicating power of the students by using traditional and innovative methods of teaching. There should be an awareness to change and improve the style of teaching which may prepare students for fruitful working in the constantly shifting and extremely challenging setting. No simple, solo method can be useful if we want to make advancements in key development areas of the system. Activity-3 Discuss different methods of teaching and its appropriateness for subject of your choice with any senior teacher. Formulate plan for the utilization of selected teaching methods and justify your answer with reasons. 1.4 Ideological Basis of Education in Pakistan An ideology is a combination of thoughts, ideas and principles. It is the procedure of rational thinking. It is a complete and inclusive vision to numerous features of life to regulate one's ways. States which are grounded on diverse ideologies symbolize diverse features. Ideological contents of an Islamic State are: i. Allah is Sovereign ii. Man is a vicegerent of Allah iii. State has an illustrative character iv. State is answerable for the well-being of man Ideological foundations affect the thoughts of national curriculum designers. So they have emotional impact Foundations the content material, organization and construction of 1. Ideological the curriculum. A country’s culture and society is reflected mainly by the curriculum. and this is the 2. Psychological longing of the general public to teach their children 3. Socio culture such conducts, practices, philosophies, outlooks and abilities which are in harmony with their religion and society. An educational institution is the appropriate forum to convey and instruct these abilities and 14 expertise. So the teacher and the school are responsible for setting practices in the form of curriculum. Philosophical/ ideological Foundation It is concerned with beliefs. What is real --- ONTOLOGY What is true --- EPISTEMOLOGY What is good – AXIOLOGY Curriculum is best tool which can be used for the adjustment and reformation of the behavior of the learners and ideology supports in the procedure of discovering novel methods and provides foundation for instructors and program designer to transform and revise their behavior. Philosophy not only helps in discovering new techniques of teaching but also guides how to use these methods in the classroom for achieving SLOs in teaching learning process. Philosophy also offers innovative methods for the evaluation of learner’s achievement and for the evaluation of curriculum. In the past philosophers had performed a great role in determining the nature of knowledge, in providing a foundation and in designing and developing curriculum. Plato, a Greek Philosopher offered a curriculum in his famous book “republic” and it is still the fundamentals of the curriculum of today. Today the world is giving importance to find out novel and innovative ways of construction, arrangement and design of knowledge in this vigorous and changing time. That’s why an extraordinary importance is being given in restructuring of knowledge and curriculum according to novel designs. Now the core skills such as logical and critical thinking, imagination, citizenship, collaboration, problem solving and digital literacy are being emphasised in new curriculum to bring out knowledge out of interpreted experience. In our own country Pakistan, the ideological and philosophical foundations of the society are based on Islam. Therefore curriculum planners and designers are trying to look for such program and syllabus which infuse true spirit of Islam and reflect preserve the values and ethos of Islamic civilization which are necessary for the character building and moral development of the learners. There are certain forces which are trying to de- ideologization to Pakistan. They are presenting Jinnah as a secular leader. 15 Philosophical/ ideological Implications on Curriculum Ideology directs the curriculum developer about the kind of objectives that should be included in the curriculum, the learning experiences which are appropriate and kind of content that should be part of the curriculum, and the process and method of curriculum evaluation (Rud, Yard and Urruh, 2009). Some justifications for philosophical implications are as under;  Different principles, traditions, customs and knowledge that are essential to be preserved and that should be transferred to the next generation.  Knowledge of past is necessary for the students for adaptation and adjustment to new changes and new situation in life in which they live. It helps them in the process of modification. Philosophy communicates how to cultivate critical reasoning and in what way mental ability can be enhanced to find out solution of the problems in real life circumstances. For searching eternal truth, philosophy helps in the utilization of different methods and how to investigate the information and different approaches of probe and analysis. Psychological Foundations Since all the learners have their own distinctive personalities, their learning style and skills are also different from one another. When they are not same in nature, they can’t be taught through same teaching methodology. Some learners can easily understand the information conveyed to them whereas some learners are slow. That’s why curriculum should be designed keeping in the individual differences of the learners. Abilities, aptitude and potentialities of all the students should be focused. Knowledge of Psychology can perform a dynamic part in the educational practice. For all kinds of educational associated program. Psychology supports all the procedures in the developmental practice of the curriculum. In the past teacher is the major source of knowledge. So the curriculum was designed and constructed without keeping in mind the child psychology. Individual differences are totally set aside but now a day’s psychology is the fundamental element of all the education practices. In the present day, the Scholars are by means of experimental method try to search new ways of education and how in different conditions learners learn. They are finding new methods and content material. Psychology helps not only in all the area of education but it also enhances the knowledge for applying it in everyday and practical class room condition. Different authors reflected different ideas and concepts about the use of psychology in curriculum development process. 16  Many researchers are of the view that following the principle of “from simple to complex” child can be taught any subject.  Interesting and appealing content of the subject can create curiosity in the students. Their motivational level can be increased by attractive subject matter.  Collaboration and co-ordination make new interpretations and raise new questions for meaningful conversation and for developing conceptual system.  By applying various concepts, methods, theories, and models the profundity of learning can be achieved. Therefore it can be said that the effect of psychological foundations on the curriculum is very important and fruitful. The part of psychology performed in the curriculum development is significant and in every coming moment, its importance cannot be denied. It is becoming more and more mandatory. The aim of the psychology is to study human behavior. Socio Cultural Foundation According to Print (1993), “the society and culture exercise massive powers on the formation curriculum and the reason behind that it was society who created schooling to safeguard the survival of their cultural heritage, and survival of their species.” The social and national stimulations influence curriculum. Curriculum designers and curriculum developer consciously and unconsciously are affected deeply by socio cultural foundation and it is obvious from the curriculum that their influence is profound. For example in Pakistan curriculum is designed in such a way that is a reflection of the society and civilization of the country and that leads society to change. Curriculum and society both are integrated and one cannot be separated from the other. Since curriculum designers are from the society, they are directly or indirectly influenced by the society and culture. Their cultural values, morals, ethics, outlooks and philosophies put a deep control on the persons, for the reason that the curriculum designers effect the selection of objectives, content material, methodologies and evaluation process. Curriculum planers have full knowledge of the needs of society and they can integrate all the things in the syllabuses which the society wants them to include in the curriculum. So it is explicit and clear cut, that social and cultural powers influence the curriculum deeply. The extent to which society and culture affect the teaching learning process of the society is debatable matter. Curriculum designer and organizers are part of society and culture that’s why it should be kept in mind that their choice and judgement may affect 17 their culture and society. Therefore need and values of the society should be culturally related to their decision. Activity-4 How the foundations of education formulate the basis of the education for the country, discuss it with the any district level education head and suggest measures to improve the educational setup in Pakistan. 1.5 The Concept of Guidance and Counseling The procedure of guidance is continuous. It provides the direction to fulfill the requirements of all students. The process of Counseling helps the students to comprehend themselves and their issues related to school and others. According to Shertzer and Stone (1966) guidance and counseling is an obstructive force. They (1996) note that emotional changes in this period include: frequent mood shift leading to anger, hostility, frustrations, emotional stress, embarrassment and anxiety. The emotional changes lead to resistance to authority, hyper criticalness towards adults, oversensitivity to adult suggestions regarding friends and appropriate use of time. Our young generation is living in a complicated world. In the eighties and sixties students and young people have much familial supports but in this age students and young generation have much pressure of young life. In all students’ life educational institution is the only major source of guidance and stability. The process of guidance program in schools and in association among members of staff the guidance counselor plays a vital role. With the passage of time the psychological health issues among young students are increasing day by day. For the solution of such types of issues there is need of guidance and counseling in the educational institutions. Through guidance and counseling effected students can get rid of mental stress. According to Hughes guidance and counseling aid prevent indiscipline by providing a chance to students in learning skills. Students can face the challenges and uncertainties of the modern world through the learned skill. What is the value of Guidance and Counseling in education? Counselor plays a significant role in the educational institutions. Counselor helps the students as much as possible and enables them to “face their own feelings”. Counselor also enables the students to make valuable decisions related to education, society and 18 vocational. As educational system is becoming more complicated day by day the need of counseling and guidance is also increasing in educational system. It is important now than at any time in the past. Young students try to find proper choice according to their behavior, interest, capability and modern work opportunities. In educational system Guidance play a vital role in the foundations for professional development, including information and skills related self-awareness. Guidance provides services that help students, of any time and any age throughout their lives, for educational training and professional options and to manage their professional life. The researcher identifies the significant role of teachers as counselor and guidance because students spent most of their time in school than their home. Students should be advised by counselor on the significance of responsible decision making. In order for guidance and counseling there should be proper management, teachers should be trained as guidance and counselor. A separate room should be provided for guidance and counseling activities. The counselor teacher improves the students’ ability for self- observation, they should know their beliefs, feelings and biases influence their interaction with others. Guidance enables student to recognize the moves of their society and the significance of the society in all types of decision making, policy setting character improvement. They realize the ideas, assumptions and expectations of their society. Guidance enables the students to appreciate their society. The counselor identifies the talent and ability of students in order to advise them on the better profession options. Students are made aware of general condition, illness and reasons of bad health. Counseling develops awareness about the importance of good health. It enables the students to face disasters. It helps the students to comprehend and learn the knowledge about rights, independence and responsibilities in community. It enables the students to go through gentle evolution from secondary level to high level of education. The role of Counseling and Guidance is very important in the improvement of a whole person. The aim of the Guidance and counseling is to enables the students to recognize the fullness potential and reduce disappointment. There are two key institutions mainly involved in the processes of guidance of the school child, these are: 1. The home. The parent know their children deeply and major responsibility of them. When a child born guidance begins from the first day. Children depend on their parents for basic needs like food, clothing and shelter and also psychological needs like respect, love, self-actualization and a sense of belonging. The way in 19  which child grown and socialized is very important for their moral, social and intellectual improvement. 2. The school. The school expects the great effect on the mental growth of children. The school develops appropriate interaction between children. The school led the students to situation through which students learn actively and improve their skills. Methods Used for Guidance There are two methods usually used for guidance and counseling: 1. Group/peer counseling 2. Individual counseling. Corey (1990) declares that peer counseling is important than individual counseling. In group or peer counseling the students learn constructive social skills and try to search new ideas and theories in multicultural group. The members of group help each other. Therefore, the factors like environmental, personal and academic and techniques of counseling in educational institutions will interact to ascertain the level of discipline. For the progress of society the educational progress is necessary, and the educational progress is depending upon the high level of discipline in students. The teacher counselor can use peer counseling or individual counseling to help students that have problems emanating from family, environment, personal and academic since these are some of the causes of students’ indiscipline. A student who has been counseled on these factors ends up being disciplined. In educational system a teacher counselor play a significant role to provide the services of guidance and counseling. A teacher counselor plans the management and development of the guidance and counseling. He/she does the planning to recognize the problems of the students and solutions for improvement. The counselor not only cooperate the different features of guidance and counseling schedule but also evaluate that schedule. In a school students face many problems related to education, assessment, regulation, vocation and students’ well-being. A teacher counselor supervises these all issues also help them to solve their issues. A counselor teaches the individual child to prepare for society, in emotional behaviors and cognitive performance. 20 Guidance and counseling challenges and issues in the management student discipline in schools 1. Peer influence (peer pressure) If students have same age, potential, ability and level then they are peers. Peers impact may be positive or negative. Drug, ill-treat, disobedience, indiscipline, misbehave, crime in teenage, and drop out from school are negative peer impact. 2. Cultural practices A set of beliefs, ideas, living style, and ways of behaving of people is called culture. Different societies have different cultures on the base of their ideas, behaviors and beliefs. In some societies are facing gender and early marriages issues among student. Consequently young students facing drop out of school or indiscipline issue. 3. Adolescence and health issues Adolescence is a period of transition from childhood to adulthood which is characterized by numerous changes. The individual who undergoes these changes can be referred to as an adolescent. Most adolescents are not educated on the radical changes that occur during this stage so they are caught unaware and end up in a crisis. At puberty both boys and girls experience physical, emotional and sexual changes. 2. Drug abuse and substance abuse Tobacco, bhang, heroin, alcohol, cocaine and mirra are the most commonly drug abused. Weak performance in education, lack of interest in studies, unresponsive behavior in activities, shyness, ignore the cleanliness, reserve among peers, lack of sleep, mood swings, change in physical appearance are some indicators of drugs adductors and substance abuse. Factors affecting guidance and counseling in discipline management in secondary school Guidance and counseling are faced by the following factors in schools; family factors, personal factors, professional of teacher counselor and method of counseling, environmental factors, academic factors. There are institutions in society which influence student’s behavior. These include the family, the school and political institutions. The problems which exist in the society for example, bad political pronouncements which appear in the media made by prominent political leaders may influence the behavior of students in schools and put them to practice by being violent whenever they want something done for them. 21 The role of the teacher as a counselor and guidance is very critical in educational system. Students learn from counselor to understand and improve from experiences. He/she assist students in improving positive structure and help individual student to maintain the condition of metal stability. In all the process of counselling and guidance the counselor teacher guide the students; to realization their needs and develop positive interaction with others, improve the skills of problem solving and decision making, explore and recognize their values, collaboration among teachers, enhance positive experiences among students and parents, help students to take responsibilities in society, be successful in school and society, explore mission according to their abilities, interest and personalities. Understanding, truth, patience, and confidence are the important elements of counseling guidance. A teacher should be expert in the skills of counseling. It is essential to counselors to be furnished with special skills in counseling to become productive teachers in the area of counseling. Activity-5 Visit a nearby doctor/psychologist and discuss the most frequent psychological problems of the teen agers and formulate plan for overcoming these problems in the school. 1.6 Community and Education An American teacher conducted a MetLife survey to teachers, students and parents and concluded that all students, teachers and parents agree that the engagement of parents increasing over the 25 years. He identified that due to engagement of parents increased the progress of academic and the progress of students’ life. He stated in survey that the engagement of parents is a challenge in educational institutions. Based on the school improvement plan, that team should choose four goals (two academic goals, one behavioral, and one focused on improving school climate) on which it will focus its efforts. It should then write and implement a one-year action plan, with activities carefully linked to their goals, monitoring outcomes and continually adjusting the plan as needed. Meeting the community where it is. For the engagement of parents in school there should be proper place for meeting. It’s not possible that a wingman goes to home and ask the community for a meeting at school. Consult the “neighborhood grandmother” at what place meeting should be held, in a 22 restaurant or another place where the community gathers. The progress of school is depending on parents and community engagement. But it hardly just occurs. It must be consciously managed. When managed teachers and parents should take the time and learn and make that time useful. Why should I care about Family and Community involvement in schools? To improve the health, welfare and learning of students the school parents and society must work together. When the sources of parent’s community engagement collaborate the school it will more effective for the students’ needs related to health and studies. Parents or community engagement develops the interaction among individuals’ students, school and society. This interaction help students and young improve good behaviors and develop healthy families. Research identify that involvement of parents in education develops the students achievement, regular attendance, homework completion, getting higher score in test and exams, higher self- respect and better social skills. It also minimizes the school drop-out rate. Community engagement practices develop the behaviors of students in classroom, best achievement and academic progress. What are requirements for Family and Community Involvement in schools? There are written policies and processes implement by the local school board relative to: 1. Family and community cooperation enhance the achievement of the students promote the school environment. 2. School teachers and staff should involve the family and community of all levels and grades. 3. Parents’ teachers meeting and activities should be held once or twice in a year for the best learning of students. 4. Schools should share regularly the presentations of school, students achievement, learning activities, academic opportunities, in print and online format. 5. Organizations and agencies should collaborate with schools to promote social development activities for young generation and promote continuously achievements. 6. For the development of the school there should be collaboration among students, parents, community and school. 7. There should be a partnership between schools and businesses organizations to help students in choosing professions, better employment and further education. 23 Schools should establish a wellness policy which will encourage the school community to provide a healthier school environment. Parents must be a member of this team. Parents should contact the school and find out who represents parents on the wellness committee. What are some best practices related to Family and Community Involvement in schools? There are some activities in the parent involvement programs presented by the National PTA parent and community standards:  Collaboration is very important for the progress of any system. If community collaborates with schools the achievement of the students will be increased.  There should be useful communication between home and school regularly.  The skills of parenting enhance the students’ progress.  Schools should involve the parents and community of the students in their decision making and advocacy.  Parents and community collaboration play a vital role in students learning and achievement. Wisconsin Model of community Education present five elements that provide a philosophical base community Education program. These include: 1. Self-determination: A common man is the best person who can recognize the requirements and needs of the society. Children’s first and important teachers are their parents. And parents have the responsibility to engage their education. 2. Self-help: When the ability of students to help themselves encouraged then they served best. When students realize their responsibility for their own welfare, they like to prefer independence rather than depend upon others. 3. Leadership Development: The identification, development, and use of the leadership capacities of local citizens are prerequisites for ongoing self-help and community improvement efforts. 24 4. Localization: In every society there are some opportunities that near the people to each other. Those opportunities are different programs, ceremonies, events and other festivals. These opportunities provide a chance for public to participate. This type of activities should be organized for public access. 5. Inclusiveness: The isolation and separation of a person because of age, gender, income, creed, faith, or other elements obstruct the improvement of the society. The activities, facilities and programs of the community must include the wide possible cross section of the residents of the society. 6. Responsiveness: It is the responsibility of public organizations to evolve the programs and facilities that respond to the frequently changing requirements and interest of their electors. 7. Lifelong Learning: The process of learning starts from the birth and ends with the death of a person. The facility of formal and informal education should be provided to all students of different ages in vast society settings. Schools are adopting moderately community learning and development approaches to some extent. Not only schools but different organizations are also using community learning development approaches in their fields. For the progress of students every school should arrange dedicated staff that works with collaboration. Teacher can do their best but the progress of the students also depends upon parents community engagement exists. In a students’ life the major role is of their parents. Students may be discouraged if the parents do not give the respect and value to teacher or quality education. It is the school where students grow, meet peers, gets a chance of creativity and multicultural experiences. Families, neighbors and other organization should try to promote the educational institutions for the need of quality education and betterment of children. Activity-6 Discuss the role of community in the development of policies and assurance of quality of teacher education. 25 1.7 Research and Education At a time when teacher education is under active development across all over the world, an important question for all those seeking to improve the quality of teaching and learning is how to boost the use of research to inform the design, structure and content of teacher education programs. In the program of teacher education research can contribute in four methods. The first method is the content of such programs may be enlightened by research-based information and endowment, emerging from a range of academic disciplines. The second method is research can be applied to develop the design and formation of the program of teacher education. The third method is teachers and educators can provide to capture with and be discriminating consumer. And the forth is teachers and educators may be provided to develop their own research work individually and collectively, to explore the effect of specific involvement or to identify the negative and positive impact of educational experiences. High quality teaching is recognized to be the most important component effecting student progress. This is the time to emphasis on the significance of teacher education from beginning training and inductions training for new teachers, continuous professional development for teachers’ knowledge up to date, enhance their comprehension and modern skills as specialized practitioners. In all over the world policy makers have approached the assignment of specialization and professional development in various ways, demonstrate their characteristics and opinion and theories about nature of professional information. Over the past 20 years there has been a major attention on the implementations of data to improve teaching and instructions. There is need to continuously focus on developing ‘research-rich’ and ‘evidence-rich’ school and classrooms. Teachers or researchers should provide to interrogate data and verification from various references, rather than just report data and tendency in achievement. The most important consideration for all stakeholders (Government, national agencies, schools, universities and teachers’ organizations) must work with collaboration to develop a national plan for teacher education and professional teaching that indicate the rules of ‘research-informed clinical practice’. On behalf of empower one type of institutional approach; the organizations and institutions of teacher education and teaching learning professional must follow these rules and regulations. 26 The literature of research on teacher education shows that main questions are unasked. Its more stress is on the classroom management, develop the questions according to level, arrange activities, assign time, developing assignments, and description of appreciation and punish, lesson planning and the process of evaluation for check the understanding level of students. There are many questions emerging related to teacher education and the professional development of teachers time by time and are addressed according to the situation. Pakistan is a developing country and still is on the urge of discovering new and modern concepts and realities, so it is very much important to focus on the research institutes in the country and should work hard in enhancing the quantity as well as the quality of such institution. 1.8 Summary This chapter discussed the teacher education and different elements of teacher education. Teaching is becoming more complicated process with the passage of time as technology is progressing day by day. Today’s teacher must aware about the changing requirements of individual student. Teacher must expert in different skills to handle the diversity among students. Teachers must learn pedagogical skills as well as professional skills. Pedagogical skills help the teacher in understand the teaching strategies and techniques. Professional skills include techniques and strategies that help the teacher in growth of their profession. There are national professional standards in which each teacher should competent. Professional Standards include subject knowledge, human growth and development, ethical values and social skills, instructional planning and strategies, assessment, learning environment, effective communication and use of information communication technologies, collaboration and partnership, continuous professional development and teaching of English as second language. Scope of teacher education is very vast at different levels. Aims are long term and objectives are for short term. In some educational institutions objectives replace to the learning outcomes. Achievement and performance of students depend on teaching method and strategies. In previous time traditional methods were used for teaching like lecture method and discussion method. In lecture method students have passive role and teacher has the active role. But in this age of technology these methods are not enough. In the modern age teaching is integrated with technology. Now teacher has no concept to teach without 27 using information communication technology. Teachers are using multimedia, projector, devices, tabs, computer and other modern devices for teaching. In teacher education guidance and counseling have their own importance. In this complicated world students have different new issues and problems. School, community and parents should be more careful than before. A teacher counselor can advise the students in their every type of problems related to studies, school, society, home or any other. Counselor develops different skills in students like social, economic and political skills. There should be collaboration among school, parents, family, community and students. There is need of research in the field of teacher education. Researches can improve the teacher education. In previous researches there is literature review that describes the classroom management, teaching strategies, technology and learning activities. There are need recommendations, discussions, suggestions and find new ways in researches. 1.9 Self Assessment Questions 1. Teacher education equips pre and in-service teachers with the professional knowledge and skills necessary to educate others. Write a detailed note in your own words. 2. Discuss the triangular Basis of Teacher education. 3. What are the reasons for stating aims and objectives? Describe some of the most important objectives of teacher education. 4. Ideological Foundations are the forces that influence the minds of curriculum developers. In this way they affect the content and structure of the curriculum. Describe it in detail. 5. The curriculum reflects the society and culture of a country. Discuss it critically. 6. Counselor plays a central role in ensuring the whole school Guidance Programme, in collaboration with all staff members, in meeting care needs of all the students. Give your comments. 28 7. Discuss factors affecting guidance and counseling in discipline management in secondary school 8. What are requirements for Family and Community Involvement in schools? 9. Research can be used to inform the design and structure of teacher education programs. 10. Is research an essential component for a teacher at different levels of pedagogical study? Explain it critically. 29 1.10 Suggested Readings Darling & Hammond, (2008). Improving teachers’ assessment practices through professional development. Howey. L., & Zimpher, C. (2003). Patterns in prospective teachers: Guides for designing pre-service programs. Macdonald, J.A. (1995). Teaching to learn: An expert teacher’s quest for an equity pedagogy. New York, NY: Teachers College, Columbia University. Murray & Frank (Ed.) (1996) Teacher Educator‘s Handbook; Building A Base for Preparation of Teachers, San Francisco, Jossey – Bass Publishers. Moll, L. C., & Gonzalez, N. (2004). Engaging life: A funds of knowledge approach to community and education. National Council for Teacher Education (NCTE) (2008) NCTE Document New Delhi, Published by Member Secretary, NCTE. Raymond, M., Fletcher, S. H., & Luque, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations. San Francisco, CA: Jossey-Bass. National Board for Professional Teaching Standards. (2001). Wilson, M., Hallam, P. J., Moss, P., Pecheone, R. (2007). The impact of National Board Certification on teachers: A survey of National Board certified teachers and assessors. 30 Unit-2 TEACHER AND TEACHING (ISLAMIC PERSPECTIVE) Written by: Saima Iram Reviewed by: Dr Muhammad Tanveer Afzal 31  INTRODUCTION Islam has laid considerable emphasize on education as it was the first step of civilizing the illiterate people of Arab when Islam was freshly revealed. The Prophet Mohammad (PBUH) always cared and appreciated the teachers. The significance of a Muslim teacher can be realized from the fact that the Holy Prophet (PBUH) was himself a teacher who taught mankind about the right and wrong, and the religion that defined the Existence and Oneness of God. Islam has paid considerable attention to teachers for their being the first brick in the structure of social development and perfection and the cause of guiding and developing behaviors and mentalities of individuals and communities. The Prophet cared for teachers and showed their elevated standings. When a baby is born, he does not even know how to move his mouth to create a sound and ask for food. Everything needs to be taught and this is where a teacher plays a vital role. The guidance needed by students to lead their lives in the right way and achieve success is being provided by teachers. Although the parents play a critical role in the education of a child, yet what teacher can teach cannot be taught by parents at home. A Muslim teacher is a highly responsible and valued person in Islam. Teachers also enjoy abundant rights as they are the source of guidance and perfection for the students. In Islam, a teacher is ranked equal to a father in respect to rights. One of the companions of the Holy Prophet stated that whoever taught him even a single word, was his teacher. What more can be said in favor of the value and importance of the teachers in Islam. In the entire Muslim history, teachers have distinguished themselves as firm support to the entire Muslim Ummah by doing their best to teach Muslim students the ways to lead a prosperous life. No civilization can rise from mere ideas and concepts but a firm shape in the practical behavior is required by each person in the civilization that acts as a vital element in the development of the nation as civilized people. This is where teachers play their role to educate about what people don’t know. LEARNING OUTCOMES After reading this unit, you will be able to: 1. recognize the role and responsibilities of teachers in Islam 2. highlight the Quranic concept of teacher and teacher education 3. identify the methods of teaching from Islamic perspective 4. relate responsibilities of teachers in the light of Islam with contemporary teachers 32 2.1 Teacher in Islamic Education Islam is a complete code of life, which is covering almost all areas of daily life and providing guidelines to the followers what to do? how to do? in a particular situation. It provides complete solution how to handle the problem. Islam is religion, which has awarded the status of prophet to the teachers and has given number of commands about the rights of the teachers. It is written in the Holy Quran, Surah An-Noor aayah 63: “Do not make the calling of the teacher among you as you are calling one of another.” The verse confirms the status of a teacher in society, means Islam has given respectable place to a teacher in society and the followers are advised that they should call their teachers respectfully they should not call their teachers in a way as they are calling each others. In Islamic world, the prophets of Allah were all instructors and teachers for mankind. The Holy Quran considers one of their responsibilities to do instruction and teaching. As it is written in the Holy Quran that prophets of Allah were the teachers, this statement indicates that the teachers are having equal status to the status of the prophets. As prophets were being respected by their followers the teachers should also be paid the equal amount of respect. The Holy Prophet Muhammad (PBUH) said, “Seek knowledge and train to be dignified and calm while seeking knowledge, and humble yourselves with those whom you learn from” (Tabaraani). This statement is having a kind of advice for the students that they need to be respectful and polite with their teachers. They need to control their volume while speaking before their teachers; they have to keep their eyes down when they are talking with their teachers. Teachers are very important for teachings of young generation for making them able to work in an effective manner. Muslim teacher is doing a great job for education of young people in the society. He is responsible for education of students in their contents of courses as well as in Islam. Many Muslims are teaching different subjects in different parts of the world. Some countries are non Muslim in which Muslims are working as teachers. Islam is not a subject in many non Muslim countries and they are not teaching about Islam. Muslim teacher is able to show the importance of Islam through his behavior in non Muslim countries. He must follow the teachings of Islam and make others to follow as per their willingness. When the students will see the importance of Islamic teachings then they will get inspired and follow Islam. In this manner a good Muslim teacher is able to 33 spread Islam through his good behavior. In a Muslim society a Muslim who is working as a teacher is given much respect and care. There are many concepts of teachers in Islam. Islam does not have an explicit hierarchy, thus the concepts and names for spiritual teachers and secular functions are often mixed and easily confused. A list of terms used in various Islamic traditions follows:  Ulema/Ulama is the title that indicates that the teacher has come to awareness of the consensus, the ijma, of the Umma. Umma is the universal community of all the followers of God as understood by the Muslim community.  Mufti is a someone who interprets or expounds Islamic law (Sharia and fiqh)  Muhaddith is someone who has profound knowledge of the Haddith, and teaches by Narration, or storytelling.  Mullah is often the title of the teachers at the Madrasahs, Islamic schools. Mullah is a teacher in regard of being respected as a vicar and guardian of Qur'an and the Islamic traditions.  Mawlawi is a Persian word for teacher meaning Master.  Sheikh is an Arabic honorific term that literally means Elder. It is a long historic debate in many cultures whether the elder in itself denotes the role and status of a teacher.  Mujaddid is someone is sent by God to aid the Umma and revive Islam at the beginning of every century.  Marabout is a spiritual teacher of Islam as it is taught in the West Africa and Maghreb, The word comes from the Berber concept of Saint. The "marabout" is known as "Sayyed" (‫ )ﺳ ﯿﺪ‬to the Arabic speaking Maghribians. Islamic teachers play an essential role in the school especially in inculcating Islamic values and knowledge in the students. For Quick (2004), the Islamic teacher is honored as “The living example of Islamic culture and the murshid (guide) to the thirsty young minds.” According to Chanika (2006), Islamic teachers have two roles: mu’allim and murrabi.  Mu’allim is an instructor and trainer of the mind and a giver/transmitter of knowledge.  Murrabi , she defined as a trainer of the souls and personalities, mentor, and/or role model. According to Chanika (2006), Islamic teachers have two roles: mu’allim and murrabi. To her,  mu’allim is aninstructor and trainer of the mind and a giver/transmitter of knowledge.  Murrabi, she defined as a trainer of the souls and personalities, mentor, and/or role model. 34 Additionally, Kazmi (1999) described a murrabi as “a person who combines a life of learning with a life of virtue, and hence a perfect and an ideal person to learn from.” According to him, the best model of a murrabi is the prophet Muhammad (S.A.W). An individual who holds him/herself personally responsible to mould characters in the lives of those he/she influence is a murabbi. Like mu’allim, there is also an understanding that Murabbi are accountable to Allah for their actions and how they use the power to influence those in their care. Abdul Kabir (2008) extracted the Qur‟ānic approach to moral inculcation which is known as Qudwah (modeling) or a system or thing to be emulated. It is elaborated that since the school is assumed to have a leadership role in preparing the students to be better human beings and the teachers as the best models for them to emulate in their character, the models of reasoning and behavior which the teachers display in their actions in the classroom must be in a morally acceptable manner. The type of Qudwah the Qur‟ān recommends is the one that is based on good and virtuous conduct which appeals to one’s heart and mind. Hashim (2008) identified the teaching and learning approaches of the Prophet Muhammad and come out with a model namely ADVIS based on the used method from the Prophet and suggested to Muslim educators that they can equip themselves by using the ADVIS approach to become professional Islamic teachers. The model comprised five characteristic and it was summarized as follow: Table # 01 Summary of the Muslim Teacher Dharacterristics Model (ADVIS) 35 A study is done by Mayusoh (2008) on teachers of Islamic studies and suggested that: i. Islamic studies teachers should be committed, punctual, and accountable for the success of the assigned work; ii. They should be a good role model for students, colleagues and others by means of strictly abiding by Islamic teachings; and iii. They should provide help to students, colleagues, and others, construct good rapport with others, and are generous to their students, colleagues, and others in their communities. The above mentioned examples are clear guidelines for teachers, how to teach in class. There is no doubt to say that we emphasize on same points but issue is of application. Additionally, Hashim (2008) reminded us that our teaching methodology influences our students‟ understanding, whilst teachers‟ commitment, performance as role models and the environment also help to shape their behaviors and character most of the time. Activity # 01 Visit your nearby schools and conduct informal interviews with teachers considering Role model Teachers in Islamic perspective. 2.2 Responsibilities of a Teacher in Islamic Education Although teachers are given high status in the society but at the same time some responsibilities are also assigned to the teachers, which they are supposed to consider by performing their duties. The Holy Quran and the Hadiths give number of instructions to the teachers. “As part of the mercy of God, you deal with them gently; if you were severed and hardhearted, they would have broken away from you.” (Al- Imran, 3:159) This verse of the Holy Quran is having guideline or a piece of advice for the teachers and teachers are asked to deal students gently, they are asked to have kindness for them because if you will be harsh with them then they will not come to school and will be fed up. If we see the modern era theories about attitude of teachers for students, it is recommended that the teachers need to “deal the students with love not punishment”, this theory is introduced by the West just fifty years back but this was shared in the Holy Quran centuries back but this the bad luck of our nation that the teachers in Pakistan are not following the instructions given in the Holy Quran that is why Pakistani children have lack of interest in studies, they do not want to go to schools just because of the attitude of the teachers. 36 It has been observed that sometimes teachers become little unfair with their students, they give favors to those students who are close to them or who give extra benefit or who are taking tuition from them or who belongs to same religion. But it is quite clear f