The document discusses teacher education. It states that teacher education encompasses teaching skills, sound pedagogical theory, and professional skills. It discusses the components of teaching skills, pedagogical theory, and professional skills. It also discusses the history and evolution of teacher education from teacher training to teacher education. Teacher education aims to develop teacher proficiency and competence to meet professional requirements through both formal and informal activities.

1. Huma Naz
BZ786941

2.  The quality and extent of learner achievement are
determined primarily by teacher competence, sensitivity
and teacher motivation.
 A program of education, research and training of persons
to teach from pre-primary to higher education level.
 Teacher education is a program that is related to the
development of teacher proficiency and competence that
would enable and empower the teacher to meet the
requirements of the profession .
 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

3.  In 1906-1956, the program of teacher preparation
was called teacher training.
 It prepared teachers as mechanics or technicians. It
had narrower goals with its focus being only on skill
training.
 The perspective of teacher education was therefore
very narrow and its scope was limited.
 As W.H. Kilpatrick put it, ―Training is given to
animals and circus performers, while education is to
human beings
 Teacher education encompasses teaching skills,
sound pedagogical theory and professional skills.
 Teacher Education = Teaching Skills + Pedagogical
theory + Professional skills.

4. Teaching skills would include
 Providing training and practice in the
different techniques, approaches and
strategies that would help the teachers to
plan and impart instruction, provide
appropriate reinforcement and conduct
effective assessment.
 Effective classroom management skills,
preparation and use of instructional materials
and communication skills.

5. Pedagogical theory includes
 The philosophical, sociological and
psychological considerations that would
enable the teachers to have a sound basis for
practicing the teaching skills in the
classroom.
 The theory is stage specific and is based on
the needs and requirements that are
characteristic of that stage.

6. Professional skills include
 The techniques, strategies and approaches that
would help teachers to grow in the profession
and also work towards the growth of the
profession.
 Soft skills, counseling skills, interpersonal skills,
computer skills, information retrieving and
management skills and above all life long
learning skills.
 An amalgamation of teaching skills, pedagogical
theory and professional skills would serve to
create the right knowledge, attitude and skills in
teachers, thus promoting holistic development.

7.  Document established by consensus and approved by a
recognized body that provides for common and repeated
use, rules, guidelines or characteristics for activities or
their results aimed at achieving the optimum degree of
order in a given context.”
 This definition brings together three key elements that are
1. The technical content of the document (rules, guidelines,
etc., to achieve the optimum degree of order in a given
context)
2. The process through which it is developed (by
“consensus”, i.e. through the involvement and agreement
of the concerned and affected parties2)
3. The entity responsible for issuing the standard (a
“recognized body”, usually a qualified, neutral

8.  According to Kleinhenz et al. (2007), a full
definition of standards requires three
components
 Content standards, which define what is valued
(in learning, teaching or school leaders’
performance).
 The definition about how to assess the
achievement of content standards, in other
words, the rules under which evidence is to be
gathered in order to assess teaching or learning.
 Performance standards, which indicate how well
someone has to perform to be considered
competent in the domain defined by the content
standards

9. The principles that underpin a teaching
standards framework are expressed as
domains, or categories. Three categories or
domains are noted:
 Knowledge and understanding
 Practice (pedagogy)
 Teaching relations (professional
relationships)

10.  Teaching Knowledge and Understanding teachers being expert
at the knowledge, skills, and understandings of particular
subjects, teaching methodologies, and students. Teachers also
understand the social, cultural, and developmental
 Teaching Practice Effective teaching is crucially determined in
this domain, where the practices that most distinctly constitute
teaching can be elaborated.. Effective teaching methodologies
and practices within this domain rely on the Knowledge and
Understanding Domain as well as on various Teaching Relations.
 Teaching Relations engaging with students, professional
relationships with colleagues, parents, caregivers, and education
authorities are crucial to effective teaching. Relations with the
general community are also crucial.

11.  Quality education is a universal right of all children, young
people, and adults, in the interests of individuals,
communities and societies.
 Quality education is predicated on high-quality teaching,
for all students, in all circumstances.
 Teachers’ work is organized around maximizing student
learning, future life chances and wellbeing,
 Teachers are defined as individuals holding formally
recognized teaching qualifications and who meet
standards of practice
 All teachers should be trained at university or equivalent
institutions and have the requisite knowledge, skills, and
competences to meet the diverse needs of students.
 The teaching profession is constituted by teachers so
defined, and in alignment with teacher representative
organizations.

12.  Only trained and qualified members of the teaching profession be
engaged to undertake teachers’ work.
 Effective and ethical school organizational practice is built on
teachers’ professional judgment and standards of practice defined
by the teaching profession.
 Administration of schools and other education institutions support
teachers at all levels to achieve, maintain, and defend professional
standards.
 Professional teaching standards address and actively support
universal access to and opportunities for quality education for all.
 The teaching profession ethically and actively committed to
supporting the principles, precepts, and standards of teachers’
professional practice
 Governments and education authorities have an obligation to ensure
that teachers receive the necessary support, training, professional
development, opportunity

14. 1.How students learn, and the particular
learning, social, and development needs of
their students
 Implications of students’ physical, social, and
intellectual development
 Implications of social, cultural and economic
diversity, and the related circumstances of
students and their learning environments
 Implications of digital technologies on
students’ learning

15. 2.The content and related methodologies of the
subject matter or content being taught
• Implication Core content knowledge and skills
• Implications of the content knowledge for
teaching methodologies

16. 3.Core research and analytical methods that
apply in teaching, including with regard to
student assessment
 Research methodologies and related
analytical skills that can be applied to new
learning
 Principles and practices of effective student
assessment

17. 4.Planning and preparation to meet the learning objectives
held for students
 Identifying specific learning objectives for students
 Researching, organizing, and scheduling lessons to meet
those objectives
5 An appropriate range of teaching activities that reflect and
align with both the nature of the subject content being
taught, and the learning, support, and development needs of
the students
 Practice of teaching processes and structuring of learning
activities that align with the requirements of the subject
content •
 Variations in teaching and learning that facilitate
engagement of students

18. 6. Organization and facilitation of students’ activities so
that students are able to participate constructively, in a
safe and cooperative manner
• A safe and secure environment
• Effective classroom management having regard to the
needs of all individuals and the class as a whole
7. Assessment and analysis of student learning that
informs the further preparation for, and implementation
of required teaching and learning activity
• Consistent, fair, valid, and reliable assessment of
student work using an appropriate range of methods
• Analysis of information to adjust planning and
practice of lessons toward achieving learning objectives

19. 8.Cooperative and collaborative professional
processes that contribute to collegial development,
and support student learning and development
 Collaborative processes with regard to lesson
planning, teaching activity, and student welfare,
that support students
 Cooperative processes that support teachers’
professional learning, development, and welfare

20. 9.Continuous professional development to
maintain currency of their professional
knowledge and practice
 Participation in formal professional learning
and development
 Ongoing analysis and reflection on practice
to develop professional practice

21. 10. Communications with parents, caregivers,
and members of the community, as
appropriate, to support the learning objectives
of students, including formal and informal
reporting
• Formal and informal reporting to parents,
caregivers, and the community on student
learning and welfare
• Presentation of a range of professional issues,
including with regard to the expertise and
status of the profession

22. GLOBAL PROFESSIONAL PREPARATION STANDARDS
1. Disciplinary Knowledge (Minimum of 30 clock hours for each, 1.1
through 1.9)
 This component includes body of knowledge of the science and art
of human movement. Emphasis is on the anatomical, biomechanical,
physiological, psychological, sociological, motor development, and
motor learning aspects of motor performance.
 Graduates of programs preparing physical education teachers will
have exhibited competencies in:
 1.1 Knowledge of philosophical (including ethical) dimensions of
physical
education as a discipline and profession
1.2 Knowledge of historical perspective of physical education
1.3 Knowledge of human anatomy, structurally and functionally
1.4 Knowledge of kinesiological aspects and physical of human
performance

23.  1.5 Knowledge of human physiology and effects of exercise on human
performances
1.6 Knowledge of psychological aspects of human performance,
including
motivation and drive, anxiety and stress, and self-perception
1.7 Knowledge of sociological aspects of human performance, including
social dynamics; ethical and moral behaviors; and cultural, ethnic, and
gender differences
1.8 Knowledge of motor development, including maturation and
fundamental
movements
1.9 Knowledge of motor learning, including fundamental and complex
motor
skills; and interrelationships among cognitive, affective, and
psychomotor
domains

24.  2. Professional Knowledge and Skills
 (Minimum of 60 clock house, including all, 2.1 through 2.8)
This component includes humanistic and behavioral aspects of professional
studies. Emphasis is on nature of a profession; nature of teaching physical
education as a profession; commitment to scholarship, research and service;
and individual and cultural contexts for teaching and learning human
movement.
 Graduates of programs preparing physical education teachers will have
exhibited competencies in:
 2.1 Knowledge of what constitutes a profession, and nature of physical
education
as a profession
 2.2 Knowledge of effects of physical education on individuals and society
(including special needs populations), relative to quality of life, individually
and globally
2.3 Knowledge of roles of physical education in schools, including historical
perspective and socio-political forces

25.  2.4 Knowledge of and skill in developing a personal philosophy of
physical
education.
2.5 Knowledge and skills to sustain scholarship, research (as consumer
and research), and service (e.g., consumer advocacy, program advocacy,
service to school-community, service to profession)
2.6 Knowledge of cultural aspects of physical activities and sport
2.7 Knowledge and skills in designing comprehensive, developmentally
appropriate curricula, for various populations (including special needs
populations), based on curriculum theory and subject matter of physical
education
2.8 Knowledge and skills in developing aspects of a physical education
program
(in addition to curriculum), including equipment maintenance and
storage,
budgeting, program evaluation, legal aspects, safety aspects, and
leadership

26.  3. Pedagogical Knowledge and Skills (Minimum of 60
clock hours, including all, 3.1 through 3.6)
 This component includes teaching and learning
theory and professional applications of the body of
knowledge. Emphasis is on designing a curriculum,
evaluating learning, and evaluating the program.
 Graduates of programs preparing physical education
teachers will have exhibited competencies (including
laboratory and clinical/experiences) in:
 3.1 Knowledge of educational learning theory
3.2 Knowledge and application of theory of effective
teaching