TEACHER EDUCATION - INTRODUCATION TO TEACHER EDUCATION - UNIT 1 - COURSE CODE 8626 - AIOU - B.ED

1. INTRODUCTION TO TEACHER
EDUCATION
(8626)

2. 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.
 Teachers have central place in development of the nations and all the values, norms and
characters are being imparted to students through teachers.

3. 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.

4. Teacher training covers teaching skills, solid
pedagogical theory and professional skills

5. Cont…
Teaching skills
 Teaching skills would include providing training and practice in the various
Teaching skills would include providing training and practice in the different
techniques, approaches and techniques that would help teachers plan and
deliver instruction, provide appropriate reinforcement and perform effective
assessments.
Pedagogical theory
 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.

6. Cont…
Professional skills
 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 to create the correct knowledge, aptitude and skills in teachers,
thus promoting holistic development.

7. 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)

8. 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.

9. 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) is the process by which teachers
(like other professionals) reflect on their skills, keep them updated and
develop them further.

10. 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 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.

11. Important Objectives of Teacher
Education
 Subject Matter Knowledge:
 Pedagogic Skills
 Learner Psychology
 Developing attitude towards teaching
 Self Confidence in Teaching
 Empowering Learners
 Understanding Individual differences

12. 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

13. Cont…
 Teacher Centered Approach
 Student-Centered Approach
 Pre-technology education/ Conventional Education
 Lecture Method
 Classroom Discussion
 Learning Process through Multimedia
 Hands-on activities

14. 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

15. Philosophical/ ideological Foundation
 It is concerned with beliefs.
 What is real --- ONTOLOGY
 What is true --- EPISTEMOLOGY
 What is good – AXIOLOGY

16. 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).
The 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.

17. 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.

18. 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.

19. 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.

20. Guidance and counseling challenges in the
management student discipline in schools
 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.
 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.

21. Cont…
 Adolescence and health issues
Adolescence is a period of transition from childhood to adulthood which is
characterized by numerous changes. 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.
 Drug abuse and substance abuse
Tobacco, bhang, heroin, alcohol, cocaine 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.

22. Model of community Education
 Wisconsin Model of community Education present five elements that provide a
philosophical base community Education program.
 Self-determination
 Self-help
 Leadership Development
 Localization
 Inclusiveness
 Responsiveness
 Lifelong Learning:

23. Research and Education
 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

24. Thanks…