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Assignment No 2
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Name
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Maria Batool

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Roll No.
BW625607
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Course Code
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8612

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Q No. 1: Critically examine the changing role of teachers in 21st century.

Answer: A nation depends on the activities of the teachers. Identically, they are working to
grow the basement of the students. No matter it is school, college or university, a qualified
teacher is the builder of a student. Even a teacher on the special skills or technical courses is
keeping role responsibilities on the societies. For this reason, the leader of tomorrow is created
by a teacher. At the same time, if a teacher fails to discover the eternal power of a student, the
student fails in his whole life. That means a teacher is the best mentor for a life of the student.

The education system of the 21st century has changed radically with the integration of the
technology in every sector. At the same time, the students are more matured than the previous
time. Now, in the twenty-first-century education depends on Thinking Skills, Interpersonal
Skills, Information Media, Technological Skills as well as Life Skills. Especially, the education of
the present time emphasis on life and career skills. Now there has no value for rote learning. In
general, it needs to meet the industry need. To clarify, the teaching will be effective when a
student can use the lesson outside of the classroom.

Changing Role of Teachers in the 21st Century:

With the passes of time and integration of technology in every sector, the teacher’s role has
changed a lot. They need to enrich some skills to develop their students. Otherwise, the
students will not get the lesson, and it will increase the educated unemployed in the digital era.
Let’s see the changing role of a teacher in the 21st century.

Planner for 21st Century Careers:

This is the most competitive world, and there has the diverse option to choose the next career
for a student. In this case, a teacher needs to become a big planner to support them according
to their psychology. The future of a student will depend on 4C’s (Critical thinking,
Communication, Collaboration, and Creativity). It is the duty of a teacher to introduce them the
mentioned terms very clearly. The students will need to try several multidisciplinary jobs. So
the teachers will define where they will give more importance and which skills are just for
adding value or keeping as optional. Besides, if an educator can provide a proper guideline to
build the career in the 21st century for the students, he will be the all-rounder in his career and
life. The American Philosopher Nancy Kassebaum said: “If we teach today as we taught
yesterday, we rob our children of tomorrow.”

Resource Provider:

In this digital age, the internet is full of supportive resources. When a teacher teaches the
students from a collaborative perspective, the students will learn more deeply if they get the
resources. It can be YouTube Video Tutorial, Digital Content, eBooks or even the printing
documents. If the student receives the supportive materials on how to enrich Critical thinking,
Communication skills, Collaboration, and Creativity, they can lead their own future. A teacher
can show the resources according to their interest. Even a teacher can’t be expert on the topics,
albeit he can easily point the links of the supportive materials. It will ensure better learning
environments and the students will be engaged with the lesson.

Digital Instructor for Different Ways of Learning:

Effective teachers don’t limit the learning resources for the students. Correspondingly, they are
the best instructor for the students. In contrast, they will create the learning materials
entertaining. In the digital age, you can find a lot of resources who are teaching the course
efficiently. The instructor knows how to make the meaningful learning opportunities for all
students. Providing practical examples in the classroom or collaborating in a class with another
teacher can also help them to learn perfectly. To emphasize, they know mixing the knowledge
with an expert collaborator can make the student motivated.

Technology Lover for Learning:

Now, it is so tough to attract the students without the use of technology. If you don’t teach the
right use of technology and how to find the internet resources, they will get the evil resources.
Important to realize, a teacher needs to learn how to read the psychology and what the
students want. With attention to, if you can’t maintain the online community with the students,
you will not be able to inform the students about the world. Indeed, there has no way of the
teachers to deal with the students without learning the technology and internet world. As a
result, when you want to build the nation, you have to develop yourself first. Must be
remembered, you have to know how the Google Advanced Search process works.

Genuine predictor

The teachers of the 21st century know the importance of Acquisition-based learning and
Participation-based learning. Similarly, he knows the value of engaging and working in the
community. For bringing innovations in the technology sector, it is necessary to create
cooperation with one another. In this case, the teachers can manage how to ensure the
knowledge, skills, and attitudes.

Things successful educators do differently:

I have already discussed the changing roles of the teachers in the 21st century. When you go for
practical implementation, you will need more supportive knowledge. At present, you have to
work on how to bring the knowledge in real life. Alongside, the teachers will show the effective
online resources, will give the opportunities for questioning and providing feedback in the real
time. At the same time, teaching the students how to create a theme in their life. Let’s point
out the things successful teachers do differently.

• A successful teacher will collaborate with a specific objective

• They know when to listen and when to ignore
• Believe winning of the students is the win of the teacher
• They can praise smartly
• Welcome the changes always
• Explore the new tools in the technology
• They have the sense of humor
• Grow a personal learning network
• Measure success
 • Be open-minded
• Expect students will be the Mentors of future
• Power to the students
• Take the Learning Process Outside of the Classroom
• Help the students to become the entrepreneur and Innovator

So, as a nation builder, you may face your students are busy with the computer or mobile
games or browsing the internet. Here you need to point out the resources on the web. It will
increase the interest of the students. By all means, follow all the above rules if you want to
become a self-award winner teacher in the 21st century.

Q No. 2: Discuss the role of open and distance education in professional

development of teachers.

Answer: The world still needs more and better teachers. Despite progress made since the

Dakar conference on education for all in 2000, some 57 million children may still be out of
school in 2015. And “denying children an opportunity to put even a first step on the education
ladder puts them on a course for a lifetime of disadvantage” (UNESCO 2010: 54-5).

Teacher education: purpose and content:

In comparing international experience it is useful to draw two distinctions: first between the
initial education and training of teachers and their continuing professional development, and
second between pre-service and in-service activities. The two sets of distinctions do not
overlap: while many teachers are trained before they start their service, others begin work
without teaching qualifications and get their initial training in-service. Programmes of
continuing professional development have been offered for various different purposes that
include raising the skills of the teaching force generally, supporting curriculum development,
and enabling teachers to undertake new roles. In practice, some of these distinctions may be
blurred: in Pakistan, for example, a Primary Teachers Orientation Course was run in the
interests of curriculum reform, served as continuing professional development for many
teachers, but provided initial training for unqualified teachers already at work.

Open and distance learning (ODL):

Open distance learning (ODL) is an organized educational activity, based on the use of teaching
materials, in which constraints on study are minimized in terms either of access, or of time and
place, pace, method of study, or any combination of these. The term ODL is an umbrella term
to cover educational approaches to provide learning resources, to qualify without attending
college in person and open up new opportunities for keeping up to date no matter where or
when one want to study (UNESCO, 2002). Open and distance learning often makes use of
several different media. Students may learn through print, broadcasts, the internet and through
occasional meetings with tutors and with other students. ODL may use print, broadcasts,
cassette recordings, computer-based materials, computer interaction, videoconferencing, and
face-to-face learning. The essence of it is that it enables students to learn without attending an
institution. That has made it attractive for students who, for practical, economic, social and
geographical reasons cannot get to college. It also makes it appropriate for learners that are
scattered, and learners that cannot leave their jobs to attend full-time courses.

Teacher Education through ODL:

There is shortage of teachers and still large numbers of under qualified teachers. At the same
time there are many individuals who need further professional education and training as they
work as teacher. Unless we get more teachers, and better teachers, we will not reach the target
of making quality education available for all by 2015. Conventional approaches to teacher
education have not met all the demands upon the profession and this has led to an interest in
open and distance learning alternatives (UNESCO, 2002). There are several aspects of ODL
which will get meaningfully translated only if the boundaries between direct human
engagement and ODL tend to get diffused to the extent possible and perhaps, desirable (NCTE,
2010).There are four major threads have been identified towards attainment of the education
targets, a) shortages of teachers, b) female teachers are in a minority, c) untrained or
undertrained teachers, d) new goals create new demands. The balance between these four
elements is important. This leads to two distinct important areas of teacher education. First is
the initial education & training of teachers and second is their continuing professional
development. It is recognized that ODL can be strategically employed in continuing professional
development of teachers, particularly with a view to overcoming the barriers of physical
distance. However, the primacy of direct human engagement and actual social interaction
among student-teachers as the core process of initial teacher preparation needs to be
emphasized. ODL, as a strategy, can be powerful instrument for providing continued
professional support to the teacher practitioner (NCTE, 2010). All of this clearly showed the
importance and place of ODL in initial teacher education as well as continuing professional
development as it allows way:

• To find ways of using existing resources,

• To access learning opportunities at affordable cost,
• For alternative pathways to initial teacher training,
• To attract new unreached population to work as teachers,
• To use technologies to enrich teaching and support practice, and
• To stimulate and support teachers’ active learning

Teacher Education through ODL: Challenges

Open distance learning can be alienating when it means waiting for communication from the
centre or from tutors. Any form of helplessness is frustrating and this show how important is
that course providers respond promptly, be it to questions, sending materials or providing
feedback to students (Evans & Shortall, 2011). In the classroom, there is always a
dynamics between teacher and the learners.

The results showed clearly that when a teacher connects well with a class, the experience is
better for a student than the written word. When planning to use for teachers we need to ask
not only about how it can work, but also about curriculum policy. Some challenges in this
regard are:
 • The balance between the four elements of the curriculum of teacher education (general
education, subject knowledge, pedagogy, and practical teaching);
• The balance between pre-service and in-service teacher education;
• The balance between traditional and progressive approaches and views about the
appropriateness of defining teacher education in terms of a set of stated competencies;
• Realistic expectations that will help the progress of curriculum reform. (UNESCO, 2002).

Q No. 3: Examine the influences of society and culture on teaching profession?

Answer: Educators today hear a lot about gaps in education – achievement gaps, funding

gaps, and school-readiness gaps. Still, there's another gap that often goes unexamined: the
cultural gap between students and teachers.

Most of us in the education profession are white, middle-class, monolingual-English speakers.

Increasingly, the same profile does not hold true for our students. Often, when we stand before
our classrooms, the faces looking back at us do not look like our own. Many of us try to bridge
this difference with an embrace of color-blindness or the Golden Rule, treating others the way
we would want to be treated. But the truth is; culture matters.

Culture isn't just a list of holidays or shared recipes, religious traditions, or language; it is a lived
experience unique to each individual. As educators, it's our job to stimulate the intellectual
development of children, and, in this era, it's simply not enough to operate on the axis of color-
blindness. To truly engage students, we must reach out to them in ways that are culturally and
linguistically responsive and appropriate, and we must examine the cultural assumptions and
stereotypes we bring into the classroom that may hinder interconnectedness.

Overcoming Stereotypes:

To engage students effectively in the learning process, teachers must know their
students and their academic abilities individually, rather than relying on racial or ethnic
stereotypes or prior experience with other students of similar backgrounds.
Many teachers, for example, admire the perceived academic prowess and motivation of Asian
American students and fail to recognize how even a "positive" stereotype isn't positive if it
presses students into molds not built for them individually.

Culture:

Cultural context can have an influence on schooling because different cultures can
respond to public schools differently. For example, many standardized tests have been shown
to favor students from upper-middle-class backgrounds, compared to scores from students in
more diverse or low-income districts. Some students may have cultural influences on their
approach to learning that may be related to their religion, nationality, language, or geographic
regions.

Public schools also can influence the culture of their community and society as a whole. Schools
are a central and integral part of every community and can be a center for fellowship among
citizens of a town. Schools participate in community cultural events by participating in parades,
shows, community service opportunities, and other ways to cultivate a community of shared
interest in creating a well-rounded youth.

Honoring Home Languages: Teachers are often a young immigrant's first regular, ongoing
contact with someone outside their home community and culture. It's a relationship that can
provide the emotional scaffolding necessary to cross the linguistic and cultural divide between
country of origin and country of residency.

With a hearty mix of creativity, cultural acumen, and professional expertise, teachers can help
English language learners acquire language skills more rapidly — and foster inclusion in the
school community.

Social:

Public schools are inseparable from the social context of teaching students how to
function and communicate effectively with others. Socialization is a key responsibility of
schooling because this is often the only opportunity children may have to develop meaningful
relationships with people outside their family. In order to have healthy interpersonal
relationships later in life, children need to learn how to engage others in conversation,
communicate effectively, develop bonds, negotiate for their interests, and get along with peers
and authority figures.

Schools provide a safe environment to practice interpersonal social skills in a realistic setting
that may mimic adult life at work and in the community. Schools become a microcosm of the
world, creating in miniature a view of life children can learn from. Schools create a pool of fresh
young humans, ready to find their place in the world, armed with the tools to navigate into
maturity. School leaders can facilitate this process by setting a good example, or modeling, by
demonstrating healthy social interactions.

Q No. 4: Explain the interplay between value education and teaching

profession?

Answer: In order for Values Education to become part and parcel of mainstream schooling,
especially in public systems, the closest possible links need to be found between it and the
world of teachers and schools. Teaching has undergone a revolution in the recent past. It was
once a profession whose systems focused preponderantly on the more academically selective
portion of the population, on the learning and cultural preferences of the hegemonic white,
largely Anglo-Celtic population and on the essential literacy’s of language, mathematics,
science, history and the arts. It is now a profession whose systems have to find the point of
relevance for education of students across a vast array of academic and cultural starting-points.
It also has to address dimensions of learning quite beyond the standard literacy’s because the
social agency role of schooling has expanded beyond even the very lofty goals of its founders.

Clearly, these changes, that have nothing to do with values education per se, have nonetheless
created an environment more conducive to the acceptance of Values Education as a natural
attachment to the roles of the teacher and the school. Moreover, the environment is not only
conducive to Values Education as an academic exercise but to it as a practical agency of moral
formation. Whether they like it or not, teachers cannot stand wholly apart from this role any
longer. Recent and substantial insights provided by research into teaching have overturned
earlier conceptions about 3 the limited capacity of teachers to make a difference in the lives of
their students. These insights are increasingly providing the norm and standards expected of
teachers and schools, not only around their academic responsibilities but also around their
wider role in personal and social development.

Quality Teaching and Values Education:

It is in probing this question, ‘What is Quality Teaching?’, that the inherent connection
with Values Education becomes particularly and perhaps surprisingly stark. Quality Teaching
has been defined in various ways within different projects. Among the differences, however,
there is a discernible pattern that has stretched the conception of ‘teacher’ beyond its former
constraints. Beyond the expected criteria related to qualifications and updated skills, there are
more subtle features that speak, for instance of, ‘intellectual depth’. This is a concept that
identifies the need not only to drive students towards dealing with the full array of facts and
details related to any topic (in other words to avoid surface factual learning), but to induct
students into the skills of interpretation, communication, negotiation, and reflection. In a word,
the teacher’s job is well beyond preparing students for ‘get the answer right’ standardized
testing, but to engage the students’ more sophisticated skills levels around such features as
‘communicative capacity’ and ‘self-reflection’. Communicative capacity takes in many of the
dispositions necessary to a highly developed social conscience and self-reflection provides the
essential basis for a truly integrated and owned personal morality. In other words, it is not just
the surface factual learning so characteristic of education of old that is to be surpassed; it is
surface learning in general that is to be traded in favour of a learning that engages the whole
person in depth of cognition, social and emotional maturity, and self-knowledge.

There are other criteria found commonly in the literature of Quality Teaching that merely serve
to support and affirm the above essential positioning of education and the teacher. One of
these is ‘relevance’. The quality teacher is one who can find the point of relevance for students
around any topic. The notion of relevance is teased out to illustrate that teaching is not about
imposing fixed ideas from on high but entails the art of connecting and being seen to connect
with the real worlds of students. The quality teacher is one who is able to enter these worlds
with comfort and conviction and win the trust of the students in his or her care.

With the criteria of Quality Teaching in place, the focus of that good teaching that is titled
Values Education will fit well and be at one with the underpinnings of teacher practice.
Intellectual depth will ensure that Values Education never settles for its own surface learning (=
a distinct possibility). Impelled by intellectual depth, a la Habermas, Values Education will be
building on any factual knowledge (about values) to develop in students the kind of
communicative capacities, interpretive skills and powers of negotiation that are at the heart of
a social conscience, and, moreover, the reflective and self-reflective growth that is the
foundation of a personal morality. Similarly, the criterion of relevance will serve to ensure that
Values Education is always connected with the real contexts and concerns of the students.

Furthermore, with the relationship of due care in place, the hard evidence before us is that a
Values Education with an explicit curriculum can make a difference to the ways students
perceive and speak about moral issues (Lovat & Schofield, 1998; 2004). In this way, Values
Education becomes the firm basis for training in issues of personal and social morality, such as,
for example, around drugs education (Lovat et al, 2002) and the addressing of mental health
issues for youth, including around matters of depression and suicide.

Q No. 5: Explain why professional ethical standards are not taken care
of in our school teaching?

Answer: Ethics plays a very important role in Education. Ethics are interpreted as the

discipline of dealing with good and bad with commitment and moral duty. Ethics are well-
established levels that make the measures right and wrong. It is classified as unique values such
as integrity and discipline, Honesty amid others and applies them in daily routines. Ethics
impacts the behavior and permit an individual to make the right options. To manage life and act
responsibly is very hard without ethics. The significance of ethics cannot be disregard in any
level of life it’s important that they are practiced in the area of Education.
Current Ethical Issue:
• Corruption in Teacher Education: The major cause of ethical deterioration in
education system is rapidly spreading corruption. There was a time when corruption
was only in Government offices, private institutions, police stations etc. But, now a
day’s corruption has spread its roots in education system also. Corruption in the
education sector can be defined as “the systematic use of public office for private
benefit, whose impact is significant on the availability and quality of educational goods
and services. Corruption in education can include bribes and illegal fees for admission
and examination; academic fraud; withholding teacher salaries; preferential promotion
and placement; charging students for “tutoring” sessions to cover the curriculum
needed to pass mandatory examinations which should have been taught in the
classroom; and infrastructural work.

• Privatization of Educational Institutes: Privatization of education has emerged in

several forms in the recent decade in Pakistan. Government allowed to opens self-
financing private education institutions with recognition, which may be termed as
commercial private education institutions. With the mushrooming of these private
institutes in the modern era, the education has acquired the status of a marketable
commodity, where educational institutes are the traders and students are the
customers. These institutions started courses like B.Ed, M.Ed and many more without
basic infrastructure and qualified teaching faculties. They are appointing those teachers
that are low salaried and far away from the standards. In this environment, teachers do
not have any job security, so that they always do as management desire and they are
morally down in the dumps.

• Political Interference: The political interference is largely responsible for misuse of

human resource management in education. Political parties often use many teachers as
their party workers and these teachers also participate willingly in politics. Those
teachers who are very close to political leaders have records of misconduct and
 unethical behavior such as irregularity in class teaching, becoming absent from the
school without taking leave.

• Favoritism, Nepotism and Bribes: Favoritism, Nepotism and Bribes are major
types of misconduct in teacher’s appointment, posting and transfer. So the moral and
ethical commitment of teachers has gradually decreased over the years due to political
interference. Political leaders, high level bureaucrats and members of the teacher
unions also attempt to influence decision making regarding the recruitment and
transfer of teachers.

• Un-Fair Assessments: Course assessments of student learning must be objective,

valid, fair, but at present there are many factors that may affect fairness in grading.
Teachers should also avoid letting unrelated factors or personal biases which affect
their grading of student assessments. It is now a major problem in the field of teacher
education many institutions and universities are there, where assessment is doing with
taking illegal money from the upcoming teachers. Also practical marks given to students
after exploiting them in different ways, which lead to frustration in case of teacher,
trainees etc. and the cause of emotional problem.

Teachers are the greatest assets of any education system. They stand in the interface of the
transmission of knowledge, skills and values. They are accepted as the backbone of education
system. Teacher quality is therefore crucial and has been globally accepted to be significantly
associated with the quality of education in general and students’ learning outcomes in
particular. It is high time to identify the major causes of declining ethical values in Pakistan
teacher education system.