Unit 1 829 by Mujeeb ur Rahimaiouvjjjb.

1. TEACHER EDUCATION IN PAKISTAN
829
By Mujeeb ur Rahim PhD in
Education Scholar

2. INTRODUCTION TO TEACHER EDUCATION
Unit 1
OBJECTIVES
After studying the unit you will be able to:
 1. explain the necessity of teacher education as a subject
 2. use effective methods of instruction
 3. explain the vast role of teacher for school, community and state
 4. Innovate the steps for teaching and other academic affairs.

3. 1.1 Teacher Education
 Teacher Education is that knowledge, skill and ability which is relevant to the
life of a Teacher, as a Teacher.
 A course in Teacher Education should seek to reshape the attitudes, remodels
the habits and in a way to reconstitute the personality of a teacher.
 Development in knowledge, skill and attitude is the prime purpose of any
teacher education programme.
 Teacher Education can be viewed as:
 pre-service,
 induction and
 in-service trainings imparted by different institutions.
 These three phases are linked with each other and lead towards the
continuous professional development.

4. 1.2 Aims and Objectives of Teacher
Education
As per Aggarwal (1988) and (1968), Few General aims and objectives of
teacher education are as under:-
 i) Development of teacher's ability to take care of himself.
 ii) Development of the ability according to different level of student Age
groups.
 iii) Development of good command of the subject contents.
 iv) Development of skill.

5. Aims and Objectives of Teacher
Education
 v) Development of capacity to do, observe, infer and to generalize.
 vi) Development of an eye on maximizing the achievements from the
sources both material and human.
 vii) Development of appreciation of difficulties experienced by the students,
parents with a sympathetic response.
 viii) Development of proper perception of the problems of universal
enrolment, regular attendance, year to year promotion and holding capcity of
the scroll till the end of the stage of education.

6. 1.3 Application of Old and New Methods
of Instruction
 Despite the diversity of roles that teacher must play, teacher's instructional
responsibility is the most important
 . Without instruction, there would be no schools or academic institutions. It is
this function that the institution, school, college, and university grow up to
serve.
 The task of the teacher as an instructional manager is much different from
that of the teacher as a lecturer.
 The instructional manager tries to establish an environment in which learning
can take balance.

7.  The experiences can involve students with a wide
variety of information. All teachers need to:
 i) determine objectives
 ii) diagnose learners
 iii) plan instructional activities
 v) implement programmes and
 vi) evaluate learning outcomes

8. 1.4 Ideological Basis of Education in
Pakistan
In Pakistan first Educational Conference held on 27th November to
1st December 1947 at Karachi laid down the following guiding
principles:
 i) Education should be based on the instance conception of universal
brotherhood of man, social democracy and social justice
 ii) It should be compulsory for students to learn the fundamental prnciples
of their religion.
 iii) There should be proper integration of spiritual, social and vocational
elements in education (p.21. proceedings of the Pakistan Educational
Conference).

9. 1.5 The Role of Guidance and Counseling
 Teaching is one of the helping professions.
 It requires many personal contacts with young people in the
classrooms. Certain interpersonal relationship skills are part of
the repertoire of all successful teachers.
 Indeed some have seen the interpersonal relations or
counseling function of teaching as all but inseparable from the
instructional function.
 Some understanding of the emotional condition of youngsters is
essential before the instructional programme can he designed in
such a way that learning takes place.

10. 1.6 Community and Education
 The subject of teacher – community relationship is one deserving thoughtful
attention from the beginner teacher.
 In many small communities the public fail to distinguish between the rights of
the teacher as citizen and his obligations as an employee.
 His activities outside school may be scrutinized closely by the restrictions
impose on his individual freedom.

11. Following points must be kept in view during training of teachers:
 i) Community – teacher relationship should be taken as a subject matter.
 ii) All kinds of social and community activities, especially the close activities
should be chosen and taught as considering them practical assignment.
 iii) For novice teacher or teacher under training, the practical component of
relationship must be taken up as a practical.
 iv) Time schedule should be considered and chalked out.
 v) Imposition of community demands and restrictions should be compensated
successfully grievances or complaints may not be aroused from both side.
 vi) As civil servant of the Government or any private institution practice of
finding a successful way as a paved path is most necessary to the training
component.

12. 1.7 Research and Education
 The earlier research on teacher and subject matter of knowledge
attempted to find statistical relationship between what teachers know and
the achievement of their students.
 The researchers presented subject matter, either as the total number of
classes that a teacher had taken in a subject matter or a teacher's average
grade point or a teacher score on a standardized achievement test.
 These indicators of subject matter knowledge were coordinating with
student achievement on standardized tests