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Comparative perspective on teacher education Pakistan and UK
- 1. COMPARATIVE PERCEPTIVE ONTEACHER EDUCATION PK ANDUK SEHAR ALAM
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- 5. Structure ofTeacher Educationin Pakistan P.T.C (PrimaryTeaching/Teacher Certificate) C.T (Certificate inTeaching) J.V (JuniorVernacular (Old System) S.V (SeniorVernacular (Old System) Diploma (Diploma in Education) ■ trained for elementary schools. ■ There source are Regional Institutes ofTeacher Education. ■ Duration of training is one year.
- 6. Entry Qualification ■ Therequisite entry qualifications into the teaching profession at different levels are as follows: ■ a) Primary Level (I-V) : Matriculation + one year teaching certificate (PTC) ■ b) Middle Level (VI-VIII) : Intermediate + one year teaching certificate (CT) and, ■ c) Secondary Level (IX-X) : B.A/B.Sc + one year Bachelor of Edu. degree course/B.Ed
- 7. University Education/Higher Education B. EdBachelor of Education (One Year) M. Ed Master of Education (One Year) M. Ed Master of Education (Two Years) B.Ed. Hons (Four Year ) M. Phil Master of Philosophy of Education 2-3 years Ph. D Doctorate in Education 2-4 Years
- 8. Teacher Education Programsat Pakistan ■ Primary SchoolTeachers ■ Secondary SchoolTeachers ■ Teacher Education at Universities
- 9. Primary SchoolTeachers ■ Teachertraining at the post secondary level takes place in Regional Institutes ofTeacher Education (RITE), ■ and at the Allama Iqbal Open University Islamabad for a one- year program known as the PrimaryTeaching Certificate. ■ In addition, prospective teachers are also prepared at the private sector institutions affiliated or enlisted with universities of public or private sector.
- 10. Secondary SchoolTeachers ■ Governmenttraining institutes of education and different affiliated colleges in private sector train teachers for the secondary school level. ■ They are awarded a Certificate ofTeaching (CT) for one year study after passing the examination of Higher Secondary School Certificate.
- 11. Teacher Education atUniversities ■ The prospective teachers aspiring to teach at the higher secondary school level study for one year at the Education Colleges for the Bachelor of Education (B.Ed.) degree, ■ after two-year bachelor’s of Arts or Science (BA/BSc) education. ■ Teachers possessing B.Ed degree are eligible to teach at the Secondary school level. ■ Masters of Education (M.Ed) is a one year university education after completion of B.Ed.
- 12. Continue….. ■ University ofeducation Lahore has been established and dedicated to only teachers Education Programs. ■ Allama Iqbal University produces teachers of all categories throughout Pakistan, through distance education. ■ Affiliated colleges are another sector.
- 13. Curriculum ■ The CurriculumofTeacher Education is designed by 1. HEC and 2. Provincial Bureau of Curriculum of different Provinces.
- 14. Continue….. ■ Medium ofinstruction is generally followed as English, but there is frequent use of Urdu as National Language in teaching. ■ However, the Methods & Methodology as given in the respective syllabus it varies from One Institution to another.
- 15. Teaching Practice The Durationis one & half months, both for short and long, Practice in the designated schools of male and female of Education Department, University Education is Co-Education, but there are separate centers for male and female at the lower levels. Mentoring process is very rare.
- 18. Teacher education institutions ■National University Of Modern Languages Islamabad ■ University of Education Attock ■ Allama Iqbal Open University (Aiou) Islamabad ■ International Islamic University Islamabad ■ Women University Swabi ■ University of Okara ■ Virtual University Campus ■ Shaheed Benazir Bhutto University Nawabshah ■ Punjab University PU Lahore
- 19. Continue…… ■ Preston UniversityIslamabad ■ Foundation University Islamabad ■ Pir Mehr Ali Shah Arid Agriculture University Rawalpindi ■ Fatima Jinnah Women University Rawalpindi ■ Riphah International University, Rawalpindi
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- 21. Phases ofTeacher Education ■Teacher education in developed countries remained divided into three phases: 1. InitialTeacher Education 2. Induction 3. ContinuingTeacher Education or training.
- 23. Teacher education institutions ■UNIVERSITYOF BIRMINGHAM ■ University of Leeds ■ University of Sheffield ■ University of Glasgow ■ UNIVERSITYOF CAMBRIDGE ■ UNIVERSITYOF MANCHESTER ■ UNIVERSITYOF OXFORD ■ UNIVERSITYCOLLEGE LONDON
- 25. Teacher standards inEngland - Teaching 1. Set high expectations which inspire, motivate and challenge pupils 2. Promote good progress and outcomes by pupils 3. Demonstrate good subject and curriculum knowledge 4. Plan and teach well structured lessons 5. Adapt teaching to respond to the strengths and needs of all pupils 6. Make accurate and productive use of assessment 7. Manage behavior effectively to ensure a good and safe learning environment 8. Fulfil wider professional responsibilities
- 26. Use of teacherstandards TheTeachers’ Standards are used to assess • all trainees working towards QTS, and all those completing their statutory induction period. • the performance of all teachers with QTS who are subject toThe Education
- 27. Areas of teacherdevelopment ■ Attitudinal development the process whereby teachers’ attitudes to their work are modified Intellectual changes to the thinking of the teacher Motivational changes to the motivation of the teacher
- 28. The importance ofschool leadership ■ “Head teachers occupy an influential position in society and shape the teaching profession. ■ The values and ambitions of head teachers determine the achievements of schools. ■ accountable for the education of current and future generations of children.
- 29. National university ofmodern languages vision and mission ■ Its vision is to promote knowledge and research activities among prospective teachers and educational managers. ■ transmit quality education to all students ■ train and develop the knowledge and skills of academic staff, ■ so that, they can make significant contributions in achieving the highest quality education and in the improvement of society. ■ https://www.numl.edu.pk/NUML-Education-Department.aspx?EDU- ID=7
- 30. Program Offered M.A inEPM M.A in Education M.A in Special Education Diploma in Montessori B.Ed. 1.5 B.Ed. 2.5 B.Ed. (Hons) Associate Degree in Education (ADE M.Phil. Education PhD Education https://www.numl.edu.pk/NUML- Programs.aspx?dn=Department%20of%20Education%20&Did=7
- 31. University of oxford ■Oxford has been making a major contribution to the field of education for over 100 years and today this department has a world-class reputation for research, for teacher education and for its Masters and doctoral programs. ■ Our aim is to continue to be a world-leader in cross- disciplinary education research that is closely connected with policy and practice. ■ http://www.education.ox.ac.uk/about-us/
- 32. Program Offered ■ POSTGRADUATECERTIFICATE IN EDUCATION PGCE ■ MSC IN APPLIED LINGUISTICS FOR LANGUAGETEACHING ■ MSC EDUCATION ■ MSC EDUCATIONAL ASSESSMENT ■ MSC APPLIED LINGUISTICS AND SECOND LANGUAGE ACQUISITION ■ MSC LEARNING ANDTEACHING ■ MSCTEACHER EDUCATION ■ DPHIL IN EDUCATION DOCTOR OF PHILOSOPHY ■ http://www.education.ox.ac.uk/programmes/
- 33. Research Reflection inTeacher EducationPrograms ■ Findings reveal that reflection has been well-integrated in the program in the UK and a majority of university teachers and student teachers had good level of awareness about the notion. ■ The concept, however, was by and large unfamiliar to participants (both student teachers and university teachers) from the Pakistani university. ■ http://ue.edu.pk/jrre/articles/82006.pdf
- 34. Comparison of UKand Pakistan teacher education Difference 1) Factors affecting Selection of Teaching Profession. 2) Entry Criteria 3) Route Flexibility 4) Financial Allocation Similarities ■ Level of Popularity ■ Admission Pre requisites ■ A mix ofTheory and Practice
- 35. Cont.…. Difference 5) Duration Adequacy 6)Key Subjects Studied 7) Useful Elements of the Program 8) Mentoring 8) trained teachers, 9) Lack of physical resources (Khan, 2011). Similarities ■ duration of PHD is three years. ■ formative and summative assessment take place in teacher education institutions.
- 36. References ■ Khan,W. (2015).Quality of teacher education in Pakistan. The Dialogue, 10(2), 212-219. ■ Ann Lieberman, D.L. (2012)Teacher education around the world: Changing policies and practices, RoutledgeTaylor & Francis group, London & NewYork ■ Fazal, S., &Amin, M. (2014). Reflection inTeacher Education Programmes in Pakistan and the UK: A Comparison. Journal of Research & Reflections in Education (JRRE), 8(2). ■ Khan, S. M. (2011). Comparative Analysis ofTeacher Education Programmes in Pakistan and UK (Doctoral dissertation, Sarhad University of Science and Information Technology Peshawar, Pakistan).
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- 38. Thesis and Article ■Comparative Perspectives on Initial PrimaryTeacher Education andTraining in England and Pakistan Reflection inTeacher Education Programmes in Pakistan and the UK: A Comparison Comparative Analysis ofTeacher Education Programmes in Pakistan and UK