Paper Writing Service http://StudyHub.vip/1--Definition-And-Conceptual-Framework- 👈

1. 1.1: Definition and conceptual
framework of Teacher education
Definition:
It may be defined as:
A theoretical structure of assumptions, principles, and rules that holds together the ideas comprising a
broad concept.
Or “A group of concepts that are broadly defined and systematically organized to provide a focus, a
rationale, and a tool for the integration and interpretation of information.
A Conceptual Framework is a guide for how a teacher education program is planned and organized. A
coherent conceptual framework is a program’s platform, summarizing its philosophical views of the
roles of teaching and learning, and its essential understandings of how students become teachers.
The framework clearly identifies for faculty, staff and students the core values that we share as a
community. These core values—Commitment, Holism, Experience, Collaboration and Knowledge—are
meaningfully integrated into all teacher education coursework, service learning and practice teaching
experiences.
1.2: Difference between Teacher
Education and Teacher Training
Basis for Comparison Training Teacher Education
1. Meaning It refers to an act of inculcating
specific skills in a person.
It is all about gaining theoretical
knowledge in the classroom or
any institution.
2. Purpose Training is a way to develop
specific skills
Education is a typical system of
learning.
3. Based on Practical application Theoretical application
4. Perspective Narrow Wide
5. Involves Job experience Classroom learning
6. Term Short term Comparatively long term
7. Objectives To improve performance and
productivity.
To develop a sense of reasoning
and judgement.
8. Teaches Specific task General concepts

2. 2.1: Aims and Objectives of teacher
education
 AIMS OF TEACHER EDUCATION:
1) To enable the teachers to solve the problems of students.
2) To create a suitable type of discipline in the mind of the teachers.
3) To familiarizes the teachers with the latest knowledge to fulfill the existing need of the society.
4) To give knowledge about the broad objectives of teaching such as knowledge, understanding,
application etc.
5) To develop fundamental skills in the teachers.
6) To prepare the teachers for elementary as well as higher education in science, engineering etc.
7) To develop the habit of concentration, self- confidence, self-reliance and discovery.
8) To give practical knowledge to face the day- to - day problems.
9) To develop the abilities of analysis, synthesis, reasoning, computation etc.
10) To develop interest in teaching.
 OBJECTIVES OF TEACHER EDUCATION:
(i) Better Understanding of the Student:
Teacher training is a must as it enables the potential teacher to understand the student better. The
knowledge of educational psychology helps him a lot in dealing with children scientifically. Untrained
teachers not familiar with the subject may create problem children in the school.
(ii) Building Confidence:
Teacher training builds confidence in the potential of teachers. A trained teacher can essentially face the
class with confidence. He is not timid or shy. He can tackle many odd situations and he does not run
away from problem situations.
(iii) Using Methodology of Teaching:
Through training, the future teacher becomes familiar with methodology of teaching. He also gets
essential knowledge of methods required for a particular subject. He teaches with flair and not in a
routine way.
(iv) Familiarizing with the Latest in Education:
Teacher training programmes familiarize the future teachers with all that is latest in education. An
attitude of research and experimentation is attempted to be created in them.

3. (v) Making Familiar with School Organisation:
During the course of teacher training, we familiarize the teacher trainees with organisation and
administration of the schools. It is of immense use to them in later life.
(vi) Creating social Insight:
Teacher training is must as it is required to teach the teachers to live a community life. Training is
essential to create social insight in them.
(vii) Improving Standards:
We are interested in raising the standards or the quality of education. A trained teacher can be a great
help in improving the quality of education and also in checking wastage.
(viii) Training for Democracy:
Lastly, training is a must to produce teachers who can teach with zeal and zest and can strengthen the
democratic set up in the country’. Training is required not only with the sole aim of making one a good
teacher but also making him a good citizen.
2.2: Teacher education addressed in
national Education Policies (1947-2009)
National Education Conference 1947: First National Education Conference was held at Karachi from
November 27th to December 1st, 1947. Quaid-i-Azam was its convener. He provided basic guidelines for
future educational development. At this occasion, Fazal-ur-Rehman, the Education Minister of the
country proposed three dimensions of education, i.e. spiritual, social and vocational. The report
recommended the following stages for the execution of a programme of adult education.
The first five years were to be devoted to: Planning,Recruitment Of Teachers,Training.
National Education Policy (1998- 2010) The Prime Minister advised the Ministry of Education to design a
new Education Policy in January 1998. The first revised draft was submitted to the Cabinet on 18
February, 1998. The Policy was announced in March 1998.
One of the Major objectives of National Education Policy related to teacher education were
 To make curriculum development a continuous process.
 To introduce in-service training programs for betterment of education

4. Education Sector Reforms (2005- 2010) This originated from the policy of 1998-2010 and focuses on
development of human resources. The major thrust areas of ESR are:
Improving all aspects in quality education, Introduction of new educational curricula, Development of
training learning resources and materials, A Bachelor degree, with a B.Ed, shall be the minimum
requirement for teaching at the elementary level. A Masters degree for the secondary and higher
secondary with a B.Ed, shall be ensured by 2018
3.1: USA
In the United States, specific standards of professional practice have been developed for, or by, teacher
educators. These set out the range of competences that a member of the teacher educator profession is
expected to be able to deploy, as well as the attitudes, values and behaviours that are deemed to be
acceptable for membership of the profession
education policy in the United States places a great deal of attention on the issue of teacher training. In
this regard, the No Child Left Behind Act (NCLB) of 2001 linked teacher competence to content
knowledge, verbal skills and student performance (Hill, & Barth, 2004).
In U.S.A., after the 4 year teacher training course, there is one year specialisation course. Harvard
University conducts country-wide special training for trained and in-service teachers. In these camps,
teachers in service increase their knowledge by doing research work and social service. After the
completion of this 1 year course, the training is considered equal to 5 year teacher-training.
Professional training degree is awarded by universities and training colleges. In some states, a test is
held before awarding the certificates. Through these tests, the teachers of different levels are examined
and certificates are awarded accordingly.
Discussions on the development of pedagogy continued in U.S.A from time to time and new changes
continued. Educationists and experts emphasised the need of making the training for teaching
profession more technical under the science of education. Consequently, Arts colleges and Universities
began to give professional training in the service of education by establishing separate departments of
education.

5. 3.2: UK
The U.K. government is driven to raise standards across their education system and the teachers are at
the heart of this drive. They believe that the economic and cultural future will depend heavily on the
high academic standards among English schools and their teachers should help make this happen. In
England, it is required that teachers in government supported schools must have at least a Bachelor’s
Degree, must have completed an accredited teaching education program and must also be licensed.
For government supported schools in U.K., the Qualified Teacher Status (QTS) is a requirement for
teaching. This can be obtained by completing a preliminary course called the Initial Teacher Training
(ITT). Graduates of the ITT will then take the Postgraduate Certificate in Education (PGCE) course.
Training takes place usually around the schools. The teacher training programmes are designed by an
association of schools, the Local Education Authorities (LEA) and the Higher Education Institutions (HEI).
3.3: Singapore
Singapore has managed to define its own rational of educating her citizens for the 21st century society.
As extracted from the Ministry Of Education’s (MOE) Website, Singapore has 4 clear Desired Outcomes
of Education (Ministry of Education, 2010). They are: Confident person, self directed learner, active
contributor and concerned citizen. These 4 desired outcomes of education are adaptations of the
purposes of education as discussed above and this essay will only focus on the latter 2.
The first desired outcome of education is an active contributor, who cooperates well in a team. The
reason for this desired outcome of education is Singapore having no natural resources except for her
population. Therefore, Singapore, having to rely on her people for economic growth and development,
has no margin for mistakes and emphasizes on the need for her people to contribute.
Singapore chooses to adopt a practical and utilitarian approach to education though the Bilingualism
Policy in 1966. (Dixon) Learning English aided communication with the Western world and was
considered an Industrialization language. In the year 2000, the Mandarin language was promoted in
order to help foster economic relations with China. Singapore also privatized education through allowing
autonomous and independent schools, created a public ranking of all schools in 1992. More teachers
were recruited to teach the various mother tongues of Malay, Tamil and Mandarin. Teachers also had to
rethink their teaching methods and engage students more to promote creativity and induce intrinsic
motivation to learn instead of mere memorization.

6. 3.4: Japan
Japan, as one of the most developed countries in Asia, has been a reference for many Asian countries as
a model of growth. According to the International Monetary Fund, it is also one of the richest, ranked in
22nd position among 187 ranking countries. This country has always shown a great interest in
education, often looking to other western countries to compare and improve their system.
Like many other countries, Japan has been modifying their education laws with regard to educational
systems and teachers training. These latest reforms were aimed at updating their structures to meet the
needs of a new, globalized and diverse society.
Japan’s Licensing Principle for a teacher’s license establishes that “a teacher must be an individual with
an appropriate license granted in accordance with the Teachers License Act”.
The Teachers License Renewal System was implemented on April 1st, 2009 after the reform of the
previous Teachers License Act of 2007. Its main purposes are to help teachers to maintain their teaching
abilities by updating them with the latest knowledge and skills, to keep them working in classrooms with
confidence and pride, and to achieve respect and trust from the society (MEXT, 2007b).
Another change referred to in the Training for Pedagogical Practice was the implementation of a four-
year teacher education course with the purpose of “ensuring the quality of teachers” in 2013 (YOSHIDA,
2013).
3.5: Finland
Finland is, according to PISA, one of the major powers regarding in the field of education over the world.
Teacher training is one of the Finland’s strengths, only the best students can access to the degree8 being
a teacher in this country has an enormous social recognition and prestige.
3.6: Germany
The concepts of idealism, individualism and pragmatism represented in the scenario-model of the
ATEE-RDC19 are applied to teacher education in Germany. Germany is a federal state consisting of
16 federal states (Länder). Even though there is a common basic structure in the education system the
individual Länder are responsible for schooling and teacher education. Teacher education follows the
different levels and different types of school in Germany.
All teachers receive their training in two stages:  An initial phase of teacher education at a university or
a college of art.  A second phase of teacher education as a two year practical training at teacher
seminars and at selecteacher education training schools.

7. Courses are being offered either by state agencies or by universities. for teachers wanting to add a new
teaching subject to their initial qualifications or wanting to teach at a different level or different type of
school The mere fact of the necessity of these courses indicate the rather rigid structure of the
education system.
3.7: China
The Chinese model of teacher education is conceptualized by critically revisiting the developmental
trajectory of the teacher education system in China over a century, and reexamining current provisions
and latest challenges of teacher education in China since the 1990s. It interrogates the Chinese model of
teacher education with two macro lenses: the historical and the comparative. The historical lens looks
deeply into the Chinese way of reform with a catch-up mentality in various stages, while the
comparative lens locates the Chinese model of teacher education in an international context.
New programs and teacher education degrees have been established to achieve excellence in terms of
teacher quality. Master of Education has been established since 1996 for elementary and secondary
schoolteachers. A new licensing system and professional standards for the teaching profession, and the
nationalcurricular standards of teacher education, have all been fully and consistently operated with
standardized procedures, legislative requirements and measurements, and wide participation. Teacher
education systems have adopted new forms, such as the National Online Network for Teacher
Education.
The Chinese model or Chineseness of teacher education with four key core features: (1) the Confucian
humanist way for individual and societal development; (2) the practicality of Zhong-Yong; (3)
institutional openness and diversity; and (4) holistic integration of knowledge and social action.
The four core features of the Chinese model of teacher education manifest themselves in the Chinese
way of learning, teaching and schooling, providing institutional explanations for the phenomena of
Chinese learners, teachers and schools
4.1: India
Teacher education is that knowledge, skill and ability which is relevant to the life of “teacher as a
teacher”. A course in teacher-education should seek to reshape the attitudes, remodel the habits and in
a way to reconstitute the personality of a teacher.
Teacher education in India is regulated by the National Council of Teacher Education (NCTE) that gained
a statutory status in 1993.
Teacher education is provided by several Universities, affiliated colleges, private and open Universities in
India. The country has a large network of government-owned teacher training institutions (TTIs), which
provide in-service training to the school teachers. • The spread of these TTIs is both vertical and

8. horizontal. • At the National Level: – the National Council of Educational Research and Training (NCERT)
– National University on Educational Planning and Administration (NUEPA). • Both NCERT and NUEPA
are national level autonomous bodies.
With Indian independence in 1947, several educational reforms were made in system and also made
changes for the education of teachers’ n India. • One of the first steps was establishing University
Education Commission which happened in 1948, and regulated the educational requirement of teachers
in India. • Later in late 1960 the commission emphasized on the necessity of a professional training
course in order to improve the education system. A lot of planning and resource has been spent on
education in India and at the same time for improving the quality of education.
4.2: Bangladesh
Teacher training is one of the important factors to implement a new syllabus. In Bangladesh, a new
syllabus has been introduced for teaching English using CLT method since 1995. To reach the goal of that
syllabus, the government is running some projects to provide training to the secondary English teachers,
among them TQI-SEP (Teaching Quality Improvement in Secondary Education Project) is the largest
project at present.
Bangladesh also has a testing and interview system as part of the licensing requirement for primary
teachers. Secondary teachers (only private school teachers) must pass an examination and be licensed.
Trials of school-based teacher performance monitoring are being conducted in Bangladesh primary
schools through the school-level improvement plans, with mixed results.
Bangladesh is moving toward a school-based teacher performance monitoring model using school-level
improvement plan mechanisms. In Bangladesh, the National Academy for Education Management was
selected as the apex body for secondary teacher quality improvement and the National Academy for
Primary Education for primary teacher quality improvement.
In Bangladesh, the primary teacher training institute (PTI) is under the governance of the Department of
Education and the certificate issuing authority is the National Academy for Primary Education.28 The
secondary teacher training institutes in Bangladesh—TTCs and higher secondary teacher training
institutes—are governed by the MOE and are under the National University, which functions as a
statutory board that has authority to issue degrees. Then there is the Bangladesh Madrasah Teachers’
Training Institute, which trains madrasah teachers and offers degrees through the Islamic University.

9. 4.3: Sri Lanka
In Sri Lanka, teachers are recruited first and then sent on fully paid training. This means that apart from
the training cost, the government also incurs salary costs for the years the candidates are in pre-service
training. Sri Lanka has established the Management and Quality Assurance Board and a school education
quality index that targets whole-school improvement, but teacher performance monitoring is not a
specific quality indicator. Teacher performance should focus on demonstration of mastery of subject
content and use of appropriate pedagogical techniques in the classroom.
In Sri Lanka, there are the National Colleges of Education that offer diploma-level programs, and the
National Institute of Education that offers degree and postgraduate programs. These two institutions in
Sri Lanka come under the governance of the MOE and not the university system. Apart from the above
noted institutes, the university systems in the region also provide pre-service teacher training for
primary and secondary teachers. Universities, through their faculties of education or affiliate
institutes,30 provide both primary and secondary undergraduate programs to new candidates as well as
postgraduate programs (master’s, postgraduate diplomas, and postgraduate certificate) to candidates
who have completed an undergraduate (BA or BSc) degree and wish to become a teacher.
In Sri Lanka, a teacher can spend 3 years to obtain a Diploma in Education and another 3 years to obtain
a BEd (they seem to receive 1-year credit for their diploma toward the 4-year bachelor’s degree). Thus,
obtaining a BEd could take a total of 6 years. Sri Lanka has the additional challenge of preparing teachers
for schools with three different languages of instruction.
6.1: National and International
Professional Standards for teacher
preparation
 NATIONAL PROFESSIONAL STANDARDS FOR TEACHER:
Government of Pakistan is committed to improving the quality of education which depends upon the
quality of teacher education. To enhance the quality of teachers, National Professional Standards for
Teachers (NPSTs) were developed.
 Standard-1: Subject Matter Knowledge: Teachers know and understand:
 In depth knowledge of the subject matter.
 Basic concepts, theories, history of the subject.
 The new emerging concepts, results of researches and latest trends at national and
international levels.
 The relationship of the subject to other disciplines and its usability in practical life.

10.  Standard-2: Human Growth & Development: Teachers know and understand:
 How students construct knowledge, acquire skills and develop habits of mind.
 Individual differences among students.
 Diverse style of learning.
 Motivational strategies to achieve and perform excellently.
 Treat all students fairly.
 Standard-3:Knowledge of Islamic Ethical Values/ Social life Skills: Teachers know and
understand:
 The Islamic code of conduct (beliefs, prayers, and ethics) in light of Quran and Sunnah.
 The values which are globally accepted and are being promoted.
 Essential principles of Islamic values in the textbooks.
 Create a safe and secure learning environment.
 Standard-4:Instructional Planning & Strategies: Teachers know and understand:
 The aims, goals and objectives of education as well as of curriculum for specific subject.
 How to plan instructional strategies based on students’ needs, development progress and
prior knowledge.
 General methods of teaching.
 Special/ specific methods of teaching different areas of the subject.
 Standard-5:Assessment: Teachers know and understand:
 Different types of assessments to assess students’ learning and performance.
 The results of assessment to evaluate and improve teaching and learning.
 The belief that students’ deficiencies are opportunities for learning.
 Fair assessment and reporting to students and families.
 Standard-6:Learning Environment: Teachers know and understand:
 How learning takes place in classrooms.
 How the classroom environment influences learning and promotes positive behavior for all.
 How classroom participation supports students’ commitment to learning.
 The role of students in promoting each other’s learning and recognizes the importance of
peer relationships in learning.
 Standard-7:Effective Communication & Use of ICT: Teachers know and understand:
 The importance of verbal, nonverbal and written communication in the teaching and learning
process.
 How to use computers as instructional, research and evaluation tool.
 Now to use available diverse technical tools (art work, videos, cameras, phones, computers,
etc.) in their classrooms.
 Standard-8:Colloboration and Partnership: Teachers know and understand:
 The importance of effective school-home interactions that contribute to high-quality teaching
and learning.
 Different approaches to collaborate effectively with parents, professionals and community.
 Recognizing the role of parents, guardians and other family members as a child’s teacher.
 Standard-9:Continuous Professional Development and Code of Conduct: Teachers know
and understand:

11.  The demands of a professional code of conduct.
 How educational research can be used as a means for continuous learning, self assessment
and development.
 How to develop and maintain a personal professional portfolio.
 Share successful professional experiences with others.
 Standard-10:Teaching of English as a Foreign Language: Teachers know and understand:
 Status of English Language in Pakistan.
 Strategies to enhance “learning in English” and “learning of English as language”.
 Identify and analyze and Learning Difficulties in English language.
 Use of simple English language along with supportive use of Urdu for effective teaching and
learning purposes.
 INTERNATIONAL STANDARDS FOR TEACHER:
 PROFESSIONAL VALUES AND ATTRIBUTES:
Develop your own judgment of what works and does not work in your teaching and training.
1. Reflect on what works best in your teaching and learning to meet the diverse needs of learners.
2. Evaluate and challenge your practice, values and beliefs.
3. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge.
4. be creative and innovative in selecting and adapting strategies to help learners to learn.
5. Value and promote social and cultural diversity, equality of opportunity and inclusion.
6. Build positive and collaborative relationships with colleagues and learners.
 PROFESSIONAL KNOWLEDGE AND UNDERSTANDING:
Develop deep and critically informed knowledge and understanding in theory and practice.
7. Maintain and update knowledge of your subject and/or vocational area.
8. Maintain and update your knowledge of educational research to develop evidence-based practice.
9. Apply theoretical understanding of effective practice in teaching, learning and assessment drawing
on research and other evidence.
10. Evaluate your practice with others and assess its impact on learning.
11. Manage and promote positive learner behavior.
12. Understand the teaching and professional role and your responsibilities.
 PROFESSIONAL SKILLS:

12. Develop your expertise and skills to ensure the best outcomes for learners.
13. Motivate and inspire learners to promote achievement and develop their skills to enable
progression.
14. Plan and deliver effective learning programmers for diverse groups or individuals in a safe and
inclusive environment.
15. Promote the benefits of technology and support learners in its use.
16. Address the mathematics and English needs of learners and work creatively to overcome individual
barriers to learning.
17. Enable learners to share responsibility for their own learning and assessment, setting goals that
stretch and challenge.
18. Apply appropriate and fair methods of assessment and provide constructive and timely feedback to
support progression and achievement.
19. Maintain and update your teaching and training expertise and vocational skills through collaboration
with employers.
20. Contribute to organizational development and quality improvement through collaboration with
others.
6.2: Teacher Accreditation and Licensure
as Quality Assurance Mechanism: A Case
of NCATE (USA) and NACTE (PAK)
The National Accreditation Council for Teacher Education (NACTE) was established in 2007 as
autonomous organization to ensure and enhance quality of Teacher Education in the Country through
program accreditation. National Standard for Accreditation of Teacher Education Programs was
launched by the Council in 2010.
It is also collecting feedback from the teacher education institutions and other stakeholders on different
issues of teacher education to identify, highlight, improve and resolve these issues, the purpose of the
conference is to point out, appraise and understand the issues and challenges ahead for the teacher
education programs institutions and teacher educators as perceived by its stakeholders for
improvement and policy decisions.

13. The most widely recognized agency for teacher education, NCATE, USA, was established in 1954. It
considered guarantee for quality of graduates and programs.
NACTE’s mission is to ensure the conduct of high quality teacher education programs as an integral part
of higher education. Accreditation has been made mandatory in Pakistan for all teacher education
programs leading to the award of degree by public and private teacher education institutes.
NCATE’s VISION:
1. Assessment of teacher education programs in a systematic and recurrent manner.
2. Award accreditation levels based on objective, valid & transparent procedures.
3. Provision of assessment based concrete suggestions for improvement of programs.
4. Help and support institutions for self-assessment.
NACTE has made a tremendous progress in developing the teacher accreditation system on systematic
and scientific bases. It created awareness about the need and the benefits of accreditation and
developed the initial professional mass to undertake the accreditation tasks at the institutional and
NACTE levels.
It developed the National Standards for Accreditation of Teacher Education Programs (NSATEP) 16.
It also developed the process and procedures of accreditation including detailed manuals & documents
for all concerned e.g. institutions, evaluators etc. It launched electronic and print modes of
dissemination and outreach such as the website, bi-annual newsletter and printed material of different
types. It also attained the membership of international quality assurance agency, Asia Pacific quality
Network (APQN).