Comparative perspective on teacher education Pakistan and UKseharalam
subject: Teacher Education
topic: Comparative perspective on teacher education Pakistan and UK
similarities and differences
which is best.
you read the suggested articles and thesis .........
Comparative perspective on teacher education Pakistan and UKseharalam
subject: Teacher Education
topic: Comparative perspective on teacher education Pakistan and UK
similarities and differences
which is best.
you read the suggested articles and thesis .........
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The secondary education is the most defectives stage in our entire educational organization and it needs urgently a thorough examination and complete reorientation . Defect cannot be overlooked that during the period of secondary education the young boys and girls of the country are exploited by individuals and groups and their energies, instead of being utilized into worthy social purposes, are harnessed to destructive activities.
CURRICULUM DEVELOPMENT AT SECONDARY EDUCATIONR.A Duhdra
Curriculum is the base on which the subjects, activities and experiences are planned.
Curriculum encompasses all types of activities, experiences, programs etc. planned and managed by the school leading to the achievements of instructional objectives.
It is more than the textbook, more than the subject matter or course of studies. it is the totality of all the learning to which you are exposed during study in the school, classroom, lab, library, playground etc.
Comparison of Teacher Education in Pakistan with Other Developed Countries Syed Ali Roshan
This presentation was created to compare the level of teacher education in Pakistan with other developed countries such as Finland, France, Italy and Norway. This analysis helps identify the shortcomings in the Pakistani Education system and how comparative education help bridge that gap.
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PROBLEMS, ISSUES and TRENDS IN SECONDARY EDUCATION OF PAKISTANR.A Duhdra
The secondary education is the most defectives stage in our entire educational organization and it needs urgently a thorough examination and complete reorientation . Defect cannot be overlooked that during the period of secondary education the young boys and girls of the country are exploited by individuals and groups and their energies, instead of being utilized into worthy social purposes, are harnessed to destructive activities.
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Curriculum is the base on which the subjects, activities and experiences are planned.
Curriculum encompasses all types of activities, experiences, programs etc. planned and managed by the school leading to the achievements of instructional objectives.
It is more than the textbook, more than the subject matter or course of studies. it is the totality of all the learning to which you are exposed during study in the school, classroom, lab, library, playground etc.
Comparison of Teacher Education in Pakistan with Other Developed Countries Syed Ali Roshan
This presentation was created to compare the level of teacher education in Pakistan with other developed countries such as Finland, France, Italy and Norway. This analysis helps identify the shortcomings in the Pakistani Education system and how comparative education help bridge that gap.
EDUCATION FOR EDUCATORS IS MOST IMPORTANT FOR DEVELOPING EFFECTIVE EDUCATION SYSTEM.THIS PRESENTATION SHOWS THE CURRENT SCENARIO OF TEACHER EDUCATION IN INDIA.
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2. Presented By;
Muhammad Shahzad Ashfaq
Ph.D Education
Scholar
Unit # 3 Comparative Studies in
Teacher Education
Presentation Group 3.
Course Title: Comparative Education.
Course Instructor. Dr. Ashfaq Shah
3. Why I choose Pakistan and Scotland?
Flag Representation
Geography
Demography
Culture
Educational System
Educational Hierarchy
Reference
4. Teacher education is aprogram.
It is related to thedevelopmentof teachers.
It is related to the teachers proficiency and
competency.
It enable and empower the teacher to meet the
requirements of the profession and face the
challenges.
Teacher education means all the formal and non-
formal activities and experiences that help toqualify a
person.
6. It provide training and practice indifferent;
Techniques, approaches, and strategies that help
the teachers to plan and impartInstruction.
It include;
Effective classroom management skills
Use of instructional materials
Effective use of communication skills
7. Pedagogical theory includes the philosophical,
sociological and psychologicalconsiderations.
It 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 thatarecharacteristic of thatstage.
8. Professional skills include;
Techniques, strategies and approaches that would
help teachers togrow in the profession .
It includes;
Softskills, Counseling skills, Interpersonal skills,
Computerskills, Information retrieving,
Management skills and above all life long learning
skills.
9. 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.
10. 3. Tofamiliarizes the teachers with the latest
knowledge to fulfill the existing need ofthe
society.
4. Togive knowledge about the broad objectives
of teaching such as knowledge, understanding,
application etc.
5. Todevelop fundamental skills in theteachers.
11. 6. To develop a sense of appreciation of cultural
arts.
7. To prepare the teachers for elementary as well
as higher education in science, engineering
etc.
8. To develop the habit of concentration, self-
confidence, self-reliance anddiscovery.
12. 9. To develop scientific and realistic attitude
towards life.
10.To give practical knowledge to face the day- to -
day problems.
11.To bring an all-round and harmonious
development in the personality of the
teachers.
13. 12. Todevelop the skills to use the modern
devices like computer etc.
13. Todevelop the abilities of analysis,synthesis,
reasoning, computation etc.
14. Todevelop interest inteaching.
14. In Current :
Teacher take something that students see often and take for
granted, and have them analyze it more deeply.
Teacher give the students a concept and allow them to evaluate
its merit, giving supporting reasons why they think it is good
or bad. This makes students think beyond what someone has
told them or what they feel to the logic of an argument.
Teacher give students two or more articles on a topic, and have
them put the information together in a summary. This exercise
forces students to truly comprehend the material in an article
instead of simply memorizing it.
15. Teacher give student a passage of a book or article and
have them explain it in their own words. This is similar
to synthesis in that it forces students to understand the
passage rather than memorizing it.
These types of activities can be used in today any
classroom for any subject, and if used correctly can
result in a higher level of thinking for our students, and
worthy goal for any teacher.
16. In Past :
There are two systems of teacher education
prevalent in Pakistan:
The traditional religion-based education
The modern formal education begun under
British colonial rule and continued after the
country's independence. Both systems are
financed by the ministry of education.
Since the late 1970s, with the increasing
Islamization of Pakistan's polity and society,
the management of the traditional institutions
has been stream lined both at the provincial
and the federal levels by the mullahs.
17. In Future :
To create a matching relationship between the demand and
supply of teachers.
To increase the effectiveness of the system by
institutionalizing teacher trainers and educational
administrators.
To upgrade the quality of pre-service teacher training
programs by introducing parallel programs of longer duration
at post-secondary and post-degree levels;
To make the teaching profession attractive for young talented
graduates, by institutionalizing a package of incentives;
To develop a viable framework for policy planning and
development of in-service and pre-service teacher education
programs.
22. ◦ Food: wheat, rice maize and etc
◦ Religion: Islam
◦ Culture :
Pakistani culture is a part of Islamic civilization which draws its value and
traditions from Islam and rich Islamic history. Majority of population
comprises of Muslims and follows teachings of Islam.
Pakistani culture is a beautiful blend of the Punjabi, Sindhi, Pathan,
Baluchi, Barohi, Seraiki and Kashmiri cultures. In addition, the presence
of Hindu community in Sindh gives touches of dance and music in the
Sindhi region.
24. Pakistan
Todevelop theknowledge and skills
To promote the values that is associated with the intellectual
pleasure in creativity, curiosity and learning.
To enhance the standards of spoken and written English for its
citizens
25. It is mandated in theconstitution of Pakistan to
provide free and compulsory education.
31 % educational institutesare run by privatesector.
69% educational institute arepublic.
Pakistan has expressed itscommitmentto promote
education and literacy in thecountry.
Education policies at domesticlevel.
MDGsand EFA programmes areglobal commitment of
Pakistan for the promotion ofliteracy.
26. Levels of education
Primary level
Middle level
High /Secondary level
Intermediate/Higher Secondary
University level of Education
28. PAKISTAN
Science is a compulsory component of the
curriculum is primary and middleschools.
At the grade 9 level students have the option of
choosing subject.
At the intermediate level science options will
provide for various combinations.
32. Scotland
Area : 80,077km2
Population :5,373,000
Density :67.2/km2
GDP: $233.332 billion
Official language: English
Literacy Rate : 73.3 %
33. Education of Scotland is different fromU.K.
Scotland provides freeeducation toall children
living in Scotland.
Scotland’sschools operatea curriculum for
excellence which provides knowledge,skills and
attributes for learning
Top 200 World Universities and more than 94%
of international students studying here
34. Scotland
Topromoteself-development and development of
the country through acquisition of skills and
knowledge.
Topromote loyalty and love to thecountry
Toensure the students develop in mental,
physical, social and moral aspects
35. The scottish pupils follow the National curriculum
It is recently introduce in2010
Designed todevelopskill rather than specific
knowledge
Learners will be:
Confident individuals
Responsiblecitizens
Effectivecontributor
Successful learners
37. Expressive Arts– including art and design, dance, drama and music.
Health and Wellbeing– mental, emotional, social and physical wellbeing; PE;
food and health; substance misuse; and relationships, sexual health and
parenthood.
Languages– listening and talking, reading and writing in English and modern
languages, plus classical languages and literacy, and Gaidhlig/Gaelic learners
(where available).
Mathematics– including analysing information, solving problems and
assessing risk.
Religious and Moral Education (denominational and non-denominational)–
learning about Christianity, other world religions, and developing values and
beliefs.
Sciences– understanding important scientific concepts across planet Earth,
forces, electricity and waves, biological systems, materials and topical science.
Social Studies– understanding people, place and society in the past and present
including history, geography, modern studies and business education.
Technologies– including computing science, food, textiles, craft, design,
engineering, graphics and applied technologies.
38. In Scotland there are 8 sciencesubjects
Biology
Chemistry
Computerscience
Geography and sustainabledevelopment
Environmental sciences
Mathematics
Physics
Psychology
39. 1.Advice on Scottish education policies and
practices including school inspection:
https://education.gov.scot/
2.Cochran-Smith, M., Fries, M.K. (2001). Stick,
Stones and Ideology: The discourse of
reform in teacher education,
Educational Researcher, 30(8):15.
3.Su, J.Z.X. (1992). Sources of influence in
preservice teacher socialization, Journal of
Education for Teaching, 18(3):239.
4.Zeicher, K.M., Laston, D.P. (1990). Theme:
Restructuring teacher education, Journal of
Teacher Education, 41(2):3-20.