This document discusses teacher education policies and standards in Pakistan and the United States. It outlines the objectives and components of teacher training programs, which include developing subject matter knowledge, pedagogical skills, understanding of child psychology, and other standards related to instruction, assessment, classroom management, and professional development. The goals of teacher education are to ensure teachers are committed to student learning and know how to effectively teach their subjects. Requirements vary between secondary and elementary certification, and also depend on subjects and grade levels taught.

1. Shams uddinPandrani
Registraionno21290 Submitted to
DrRaziafakirMuhammaad
ContiouningTeacherEducationInPakistan
IqraUniversity(Karachi)

5. National Professional Standards for Teachers
Training of Secondary School Teachers
B.S Education Model
B.Ed. (14+1) Model and B.Ed. (12+3)Model
Practice Teaching
In-service Training: Characteristics

6. Teacher Education (TE) or Teacher Training
Policies and Procedures to prepare teachers
with the knowledge, attitudes, behaviors, and
skills they require to perform their tasks
effectively in the classroom, school, and wider
community.
Objectives
Adequate knowledge of Subject matter
Necessary Pedagogical Skills
Understanding of Child Psychology

7. 1. Subject matter Knowledge
2. Human Growth & Development
3. Knowledge of Islamic Ethical values / Social life Skills
4. Instructional Planning & Strategies
5. Assessment
6. Learning environment
7. Effective communication & Proficient use of ICT
8. Collaboration & Partnerships
9. Continuous Professional Development & Code of
Conduct
10.Teaching of English as a second language
Each Standard has three parts i.e.
1)Knowledge & Understanding (What Teacher Knows)
2)Dispositions (Behavior / attitude / value)
3)Performance (Skills)

9.  Following objectives are involved in accomplished
teaching.
 Teacher are Committed to Students and their Learning
 Teachers Know the Subjects They Teach and How to Teach
Those Subjects to Students.
 Teachers are Responsible for Managing and Monitoring
Student Learning.
 Teachers Think Systematically about Their Practice and
Learn from Experience.
 Teachers are Members of Learning Communities.
 Quality teacher education for quality student education.
 Support teachers and school leaders in providing a world-
class education for every student.

10. To develop the teacher-education programme in accordance with
the democratic way of life.
To provide an open-environment to the pupil-teachers, so that
anappropriate development of their personalities can be made.
To provide the theoretical and practical awareness about the
teaching-learning process.
To develop the skills and competencies of teaching,
methods,techniques. and teaching aids.
To prepare separate teacher-education programme for distance-
education teachers.
To develop the feelings among pupil-teachers but it should be in
accordance with democratic form government.
To base the teacher-education programme on the local needs.
Every university of U.S.A has its own model of teacher-education

11. (1)No National System —
(2) Equality of Opportunity —
(3) Cooperative Enterprise —.
(4) Education as Total Development —
(5) Integrated courses of general and
professional education —
(6) Pre-service and in-service teacher
education are complementary —

12.  license
 Graduate
 Teacher preparation institutes require
multiple exams (subject matter, etc.) of
willing pre graduates. undergraduate
(bachelor's) level in order to qualify for entry-
level certification, plus satisfactory
completion of a supervised practicum and the
passing of qualifying examination.
 General education with arts or science
subjects.

13.  The basic pre-certification requirements for secondary
teachers are the same as for elementary school teachers.
 A major difference is that secondary school teachers are
certified as competent in one or more academic or
vocational subjects and spend their careers concentrating
on these subjects.
 All States certify teachers according to subject
specializations as well as grade levels/ranges.
 Special education teachers are trained in most States in
specialized programs at both the undergraduate and
graduate levels and are also separately certified. Special
education teachers are also certified according to
specialty, e.g. Education of the deaf, education of the
visually impaired, etc. As well as the degree of severity of
the handicap with which they are trained to work.

14.  Requirements that institutions set may vary
depending on the level at which the faculty are
expected to teach, the subject or field to be
taught, whether research is to be conducted,
whether a professional license or qualification is
required, and whether the position is full- or
part-time and tenure-track.
 The general requirement is either a terminal
research degree (phd or equivalent) in the subject
of specialization or, for some professional and
clinical faculty, the appropriate professional
qualification plus a record of successful practice
and applied research.
 (like civil servants

15. In Pakistan the teacher Alignment with School goals, state
and district standards Focus on Content and Teaching
Methods for the content and Opportunities for active learning
of new Teaching Methods. Collaborate Follow-up and
Continuous Feedback Support for Teachers’ and students’
Learning Improvement in Study, reflection, practice, and hard
work. Teacher are Committed to Students and their Learning
In USA Teachers Know the Subjects They Teach and How to
Teach Those Subjects to Students. Teachers are Responsible
for Managing and Monitoring Student Learning. Teachers
Think Systematically about Their Practice and Learn from
Experience. Teachers are Members of Learning Communities.
Quality teacher education for quality student education.
Support teachers and school leaders in providing a world-
class education for every student

16.  TEACHER EDUCATION (M.ED)AIOU
 Https://www.ets.org/praxis/
 Https://www.ed.gov/teacherprep
 Https://fas.org/sgp/crs/misc/R45407.pdf)
Teacher Preparation Policies and Issues in the
Higher Education Act)