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    Development in Teacher Education in Pakistan

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    EDU203Z F21
    Teacher education in Pakistan has developed historically since British rule, with various programs established for training. Currently, teachers are primarily trained through pre-service programs at institutions like universities of education, or through in-service training like refresher courses. At elementary and secondary levels, teachers are mostly trained under a prescribed curriculum and recruited based on qualifications, while many lecturers at universities are untrained. National standards and accreditation processes have also been implemented to improve teacher education, though programs are still criticized for emphasizing knowledge over application.

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    Development in Teacher Education in Pakistan

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    EDU203Z F21
    63 views19 pages
    Teacher education in Pakistan has developed historically since British rule, with various programs established for training. Currently, teachers are primarily trained through pre-service programs at institutions like universities of education, or through in-service training like refresher courses. At elementary and secondary levels, teachers are mostly trained under a prescribed curriculum and recruited based on qualifications, while many lecturers at universities are untrained. National standards and accreditation processes have also been implemented to improve teacher education, though programs are still criticized for emphasizing knowledge over application.

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    Teacher education in Pakistan has developed historically since British rule, with various programs established for training. Currently, teachers are primarily trained through pre-service programs at institutions like universities of education, or through in-service training like refresher courses. At elementary and secondary levels, teachers are mostly trained under a prescribed curriculum and recruited based on qualifications, while many lecturers at universities are untrained. National standards and accreditation processes have also been implemented to improve teacher education, though programs are still criticized for emphasizing knowledge over application.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    63 views19 pages

    Development in Teacher Education in Pakistan

    Uploaded by

    EDU203Z F21
    Teacher education in Pakistan has developed historically since British rule, with various programs established for training. Currently, teachers are primarily trained through pre-service programs at institutions like universities of education, or through in-service training like refresher courses. At elementary and secondary levels, teachers are mostly trained under a prescribed curriculum and recruited based on qualifications, while many lecturers at universities are untrained. National standards and accreditation processes have also been implemented to improve teacher education, though programs are still criticized for emphasizing knowledge over application.

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    © All Rights Reserved
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    Download as pptx, pdf, or txt
    of 19

    Development of Teacher

    Education in Pakistan
    Development of Education In Pakistan

    BY: AHMAD FAROOQ


    Learning Outcomes
    This lesson will enable the Students to:
     Describe the Development of Teacher Education in
    Pakistan.
     Learn about in-service and pre-service training in
    Pakistan.
     Identify type of teacher training institutes in Pakistan
    Outline
    Teachers in
    Need of
    Teaching Primary
    teaching
    Schools

    Teachers in Teachers in
    Teachers in
    Elementary Secondary
    Universities
    Schools Schools

    Teacher Teacher
    Education Education References
    Institutes Programs
    Teacher Education System in Pakistan
    Historical Background
    During the British period an increased awareness of the need for
    improvement in education system was made through the development of
    Teacher’s Training Institutions. The prevailing teaching methods were more
    mechanical and theoretical, restricted to textbook learning. Since 1947
    communication of various programmes of teachers training have been in
    practice, such as:
    J.V. (Junior Vernacular) S.V. (Senior Vernacular)
    C.T. (Certificate in Teaching) O.T. (Oriental Teacher)
    B.T. (Bachelor in Teaching)
    Why Do We Need Teacher Education

    Without trainings, teachers are faced with greater difficulties


    which hinder them in designing curriculum, planning syllabi,
    teaching courses, organizing classrooms and analyzing learners‟
    specific needs. Measures of pedagogical knowledge are summed
    up as follows:  
     1. Knowledge of learning
     2. Teaching methods
     3. Curriculum design
    Teacher Education in Pakistan
     "Teacher" is the core to achieve quality education Pakistan
    pursues. The teaching force in Pakistan is 1.35m working in
    government schools. Total teacher training institutions for pre-
    service training are 275. Teacher training resource centers in the
    districts are 300.

     In Pakistan teachers at the elementary and secondary levels are


    mostly trained under a prescribed curriculum. They are recruited
    on the bases of Professional Qualifications. In the college
    Education & Universities most of the lecturers are untrained
    with only academic qualifications.
    Teacher Education Institutions
    • Along with government institutes, there are also private teacher
    training centers that train teachers with some pedagogical skills
    and provide them professional certificates.
    • English language teaching reform programs have been initiated
    by the HEC to train English language teachers around the
    country.
    • However, the objectives behind it is to meet international
    standards and improve English language pedagogy (National
    Curriculum Document, 2002; National Education Policy, 2009).
    Overview of Teacher Education Training Institutions
     University of Education, Punjab
     Directorate of Staff Development (DSD), Punjab
     Bureau of Curriculum and Extension Wing, Sindh
     Provincial Institute of Teacher Education (PITE), Sindh
     College of Education, Sindh
     Directorate of Curriculum and Teacher Education (DCTE), KPK
     Regional Institutes of Teacher Education (RITES), KPK
     Provincial Institute of Teacher Education (PITE), KPK
     Bureau of Curriculum, Balochistan
     Provincial institute of Teacher Education (PITE), Balochistan
    National Professional Standards
     The policy and planning wing Ministry of Education
    Government of Pakistan Islamabad in 2009 framed ten
    Standards for teacher Education. Each Standard has three parts
    i.e.
     Knowledge & Understanding (What Teacher Knows)
     Dispositions (Behavior / attitude / value)
     Performance (Skills)
    National Professional Standards
     Standard 1: Subject matter Knowledge
     Standard 2: Human growth & Development
     Standard 3: Knowledge of Islamic ethical values / Social life Skills
     Standard 4: Instructional planning & Strategies
     Standard 5: Assessment
     Standard 6: Learning environment
     Standard 7: Effective communication & Proficient use of Information and
    Communication Technologies
     Standard 8: Collaboration & Partnerships
     Standard 9: Continuous Professional Development & Code of Conduct
     Standard 10: Teaching of English as a second language
    The Accreditation of Teacher
    Education Programs
     To accredit Teacher Education programmes of all the
    Public and Private Universities who offer Teacher
    Education programme, the Government in 2009 &
    the Higher Education Commission has constituted the
    National Accreditation Council for Teacher Education
    (NACTE), which is an autonomous body. The
    conceptual framework of the standards for
    Accreditation of Teacher Education is the following
    standards:
    The Accreditation of Teacher Education
    Programs
     Standard 1: Curriculum & Instruction.
     Standard 2: Assessment & Evaluation System.
     Standard 3: Physical Infrastructure / Academic Facilities &

    learning resource
     Standard 4: Human Resources.
     Standard 5: Finance & Management.
     Standard 6: Research & Scholarship.
     Standard 7: Community Links & outreach.
    Criticism on Standards of Teacher
    Education

    A large body of research shows that these training programs are


    not without any Criticism that they are:
     1. Knowledge-based not application-based
     2. Interest to pass exams for certification
     3. Memorization to qualify the examination
     4. No extra qualification for trainer
    In-Service and Pre-Service Training
    All over the Pakistan, different types of pre-service and in-service
    training programmes are in operation. Teachers can get training from:
     Conventional Teacher Training Programme

     Field-based Teacher Training Programme


     Distance Teacher Training Programme
     Education Extension Centre Programmes

     Refresher Training Course (RTC)


     Primary Teacher Orientation Course (PTOC) of Allama Iqbal Open

    University
     Learning Modules Training of the Primary and Non-Formal

    Education (PNE)
    Pre-Service Training
    Programmes
    There are three major programmes for Primary Teacher Training. These
    are:
     The conventional programme;
     The field-based training programme; and
     The distance education programme.

    Each programme pursues different goals and targets; and different kinds
    of teacher recruits.
    In-service Training Programmes
     Education Extension Centres/Directorate of Staff Development
     Refresher Training Course (RTC)
     Primary Teacher Orientation Course (PTOC) of Allama Iqbal
    Open University
     Primary and Non Formal Education (PNE)
    Summary
     From the above discussion it is evident that teacher in the process of
    teaching and learning plays a central and unique role in shaping
    student’s personality towards social and moral development. Teachers
    as a man of character, an architect and reflects the souls of men.

     The sole purpose is that teacher is the epitome of all virtues. All his
    characters filter down to the students, inspiring them in the
    transformation of desirable values. The teachers may be newly qualified
    or experienced but his professional commitment, pedagogical
    competence excellent in his subject speak high about his performance in
    the classroom situation.
    Summary
     In Pakistan teachers at the elementary and secondary levels are
    mostly trained under a prescribed curriculum and they are recruited
    on the bases of those qualifications
     (Professional Qualifications) but in the college Education &
    Universities most of the lecturers are untrained with only academic
    qualifications. But now Higher Education academics have been
    established to train the in-service teachers with certain modules and
    competences courses of Higher Education Commission in Pakistan.
    It is expected that now onwards the quality teachers will provide
    quality education to students.
    Thank You for Listening!

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