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Assignment No. 2

Q.1 How teaching practice is different from internship, give suggestions to get maximum
benefit from the teaching practice?

In teacher education programmes – and in continuing professional development – tons of your

time is dedicated to the ‘what’ of teaching – what areas we should always we cover, what
resources can we need then on. The ‘how’ of teaching also gets an excellent deal of space – the
way to structure a lesson, manage classes, assess for learning for learning then on. Sometimes, as
Parker J. Palmer (1998: 4) comments, we may even ask the “why” question – ‘for what purposes
and to what ends can we teach? ‘But seldom, if ever’, he continues: ‘do we ask the “who”
question – who is that the self that teaches?’

The thing about this is often that the who, what, why and the way of teaching can't be answered
seriously without exploring the character of teaching itself.

What is teaching?

In much modern usage, the words ‘teaching’ and ‘teacher’ are bound up with schooling and
schools. a method of approaching the question ‘What is teaching?’ is to seem at what those
called ‘teachers’ do – then to prolong key qualities or activities that set them aside from others.
the matter is that each one kinds of things are bundled together in job descriptions or roles which
will have little to try to to with what we will sensibly call teaching.

The famous quote “practice makes perfect” certainly contains tons of truth. However, the
opinions on what proportion of practice should be involved in teacher preparation vary.
Similarly, the extent of teaching practice experienced by future teachers depends on
particularities of individual education programmes. Why is teaching practice so important for a
student of an education programme or for any future teacher regardless his or her professional
background? The theoretical knowledge, high level of professional mastery or scholarship
doesn't necessarily mean that an individual will become an honest and effective teacher. “The
essence of being an efficient teacher lies in knowing what to try to to to foster pupils´ learning
and having the ability to try to to it.” (Kyriacou, 2001, p. 1)

Theoretical foundations for building teaching skills are provided in lectures and seminars but the
actual acquisition of the talents , with reference to their nature, should certainly be a matter of
methodically controlled practice and not of trial and error performance during teaching itself.
Kyriacou (2001) emphasizes three important elements of teaching skills: knowledge, decision-
making, and action. (p. 5). But in his concept, knowledge isn't restricted to theoretical knowledge
of the topic matter but it also comprises “knowledge about the (...) pupils, curriculum, teaching
methods, the influence on teaching and learning of other factors, and knowledge about the
teacher’s own teaching skills.” (Ibid., p. 5) Acquisition of the talents is a process between
knowing what to try to to and having the ability to try to to it. Controlled practice accompanied
with appropriate professional feedback can help recover from difficulties and move towards
mastery.

What actually is an internship?

An internship may be a period of labor experience offered by an employer to offer students and
graduates exposure to the working environment, often within a selected industry, which relates to
their field of study.

Internships are often as short as every week or as long as 12 months. they will be paid or
voluntary; however, before you begin an internship it’s important to understand your rights with
regards to getting paid.

Internships are often wiped out a variety of sectors, including sales, marketing, engineering,
graphic design, management, I.T. and many, many more. Throughout an internship you'll
develop a spread of sentimental skills, including communication skills, personal effectiveness,
presentation skills, creative problem solving and influencing skills.

‘On-the-job’ experience are often as valuable as anything learned in your studies. After all, you
can't really understand what employment is all about until you've got worked therein
environment. Internships are great opportunities to talk on to people that have experience within
the role you aspire to; and their knowledge of the work and dealing environment will offer you a
greater understanding of what it’s all about and what you would like to try to to to progress.

Your career aspirations may change when you’re faced with truth realities of a task . Internships
can therefore be used as a ‘try before you buy’ option, before you start a career and ensure if this
is often what you would like to try to to within the future .

An internship can offer you a true insight into the planet of labor , allowing you to create on the
idea you learned at university and helping you to realize practical skills which will help
strengthen your CV and cause you to more employable. Internships provide you with the
prospect to check your skills in real-life situations, explore your career options and gain an
insight into an organisation or career path.

What are the long-term benefits of doing an internship?

Following a successful internship itis commonplace for employers to form a full-time job offer to
their intern. Many employers use internships as an attempt period and can have already got plans
to recruit on a permanent basis. Therefore, it’s vital that you simply make an honest impression;
happen on time, be enthusiastic and show your flexibility, adaptability and commitment.

Results from a recent survey conducted by Graduate Advantage prove that internships do create
jobs for graduates. It showed that 81% of interns are now employed and 74% of these are either
in permanent employment or are on an extended term contract. Of these, 68% believe their
internship helped them to realize their current position and a powerful 33% are still working with
their internship organisation.*

Michael Ellender of Birmingham Forward said of his internship: “I am a really proactive person
and was keen to only take a task where I could use my graduate skills. In my experience, if
you're willing to point out initiative, enthusiasm and exerting , you'll tend further opportunities to
develop. i used to be pleased to remain on after the location and have now been promoted to a
better level role that I enjoy.”
Q.2 Explain the training required for teacher educators so to enable them to integrate
Computer Assisted Instruction in Teacher Education Curriculum.

Computer-Assisted Instruction (CAI)

Computer Assisted Instruction (CAI) refers to an academic system of instruction performed

almost entirely by computer. The term, Computer Based Learning (CBL) refers to the utilization
of computers as a key component of the tutorial environment. While CAI and CBL can ask the
utilization of computers during a classroom, they more broadly ask a structured environment
during which computers are used for teaching purposes. Computerassisted instruction (CAI) is a
program of instructional material presented by means of a computer or computer systems.
Computer Assisted Instruction (CAI) refers to“An instruction thatuses computer or digital device
to watch the training that takes place and presents the instructional materials. It is an interactive
instructional technique whereby a computer is employed to present the educational material and
monitor the training that takes place. CAI uses a combination of text, graphics, sound and video
for enhancing the learning process. The computer has many purposes in the classroom, and it can
be utilized to help a student in all areas of the curriculum.

Factors that Influence Computer Assisted Instruction

There are certain factors which should be kept in mind for proper use of CAI in class.

1. Ensure That CAI Activities Are Integrated into Your Curriculum

CAI activities during a course shouldn't be isolated exercises, but should be embedded in lesson
plans and integral to the instructor's goals. The instructor should be very explicit about what
students are expected to realize with computer activities.

2. Do Not Overuse CAI

CAI is that the first option, if the goal is developing students' IT skills or other skills difficult to
attain in the real world. For instance, computer-based laboratory simulations have been used in
place of dangerous, time-consuming, ethically constrained, or expensive experiments. However,
for the majority of instructional objectives, CAI is one of several alternative teaching strategies.
3. Plan for Uses of CAI Adjusted to Infrastructure and Resources Available

Inadequate infrastructure and deficient on-site technical or teaching assistance can limit the
effectiveness of CAI applications, so plans should be adjusted to existing conditions. All
instructors should be familiar with the CAI resources. Therefore, training sessions should be
provided for instructors when necessary.

4. Maximize Interactivity

Science and engineering students are more motivated and learn better when they are actively
engaged than when they are simply watching and listening. Further examples include simulators
of biological processes and tutorials based on incremental cycles of knowledge presentation, user
action, and system feedback.

5. Allow for Different Rates of Progression in school , but make sure that All Students
Reach the Objectives

Student-centered learning in school are often implemented with CAI. Once the instructional
objectives are explicit and available to students, you ought to allow variations in individual or
team progression within the same class without considering it a disadvantage for college kids or
a threat to your control.

6. Ensure Students Understand the Scope and Objectives of Assignments

Make sure that your students read and understand the CAI tasks, the deadlines, and their role in
instruction. Present instructional objectives in terms of contents and skills. A good challenge
pulls the student ahead and promotes learning, whereas objectives that are out of reach end in
frustration. A clear understanding of goals will increase student motivation, independence, and
satisfaction with the CAI class.

7. Be Sure Students Understand the Models Presented on the Screen

The dynamic presentation of processes and theoretical models may be a great strength of CAI.
Choose the models based on clarity, accuracy, and adequate representation. Stunning but overly
busy animations may transform your CAI into mere entertainment.
8. Assess and Evaluate Student Performance When Use CAI

Always be aware that assessment drives learning. It is therefore of the utmost importance that
you simply assess a minimum of a number of the CAI outcomes. This means examining and
marking students for CAI performance, which can be done through written tests (cognitive
interpretations) or computer exercises. Answers to evaluation questions embedded in
instructional software are often considered for evaluation purposes

9. Use the Computer under an Appropriate Paradigm

CAI isn't the sole solution in education, and your syllabus could also be better taught by
alternative methodologies. CAI is powerful in achieving educational goals such as the
development of skills involved in data searching, integration and analysis, leverage of IT
proficiency (in both synchronous and asynchronous modalities), and the development of visual
literacy. However, merely using keyboards and screens instead of pen and paper does not
guarantee improvements in teaching or learning.

Q.3 Why Micro-teaching is important for teacher training? How it helps to improve the
competencies of teachers, provide examples.

What is Micro Teaching?

The lesson study process of Micro teaching brings a group of teachers together to collaboratively
design and investigate a ‘research lesson’ developed to satisfy a specified overarching student-
learning goal. It includes cycles composed of several phases: collaborative planning, lesson
observation by colleagues and other knowledgeable advisors, analytic reflection, and ongoing
revision. As part of the process, lesson study groups develop a written reflective report of their
work. Microteaching, evolved in the late sixties by Alien to enhance the talents of teachers is a
superb vehicle of providing teachers with a chance to enhance their teaching skills.
Microteaching is a scaled down teaching encounter in school size and time (Allen,
1966).Microteaching may be a system of controlled practice that creates it possible to consider
specified teaching behavior and to practice teaching under controlled conditions (Allen and Eve,
1968).It is a teaching training technique for learning teaching skills. It employs real teaching
situation for developing skills and helps to urge deeper knowledge regarding the art of teaching.
The teaching of a small unit of content to the small group of students (6-10 members) in a small
amount of time (20 –30 min).Microteaching is a scaled down teaching encounter in which an
educator teaches alittle unit to a gaggle of 5 pupils for a little period of 5 to twenty minutes (L.C.
Singh,1997).It gives instructors opportunity to put themselves “under the microscope” of a small
group audience. It is an excellence thanks to build up skills and experience. To experience a
range of lecturing/tutoring styles, Microteaching as a technique that affords both beginning and
advanced teachers’ opportunities to plan and practice a wide array of new instructional strategies.

Process of Micro Teaching:

The acquisition of reflective skills through collaborative inquiry where teachers will be able to
critically examine their own conceptions with those of other people’s, such as the experienced
practitioners and those of educational researchers. It is a technique that enables an educator to
develop his/her repertoire of professional skills in an environment conducive to learning and
during a relatively safe environment which is removed of the normal classroom threats and
challenges. Microteaching is real although the environment is constructed. It focuses on training
for the accomplishment of specific tasks like instructional skills, techniques of teaching, mastery
of curricular materials and demonstrations of teaching methods. The duration of teaching also as
number of students are less. The content is split into smaller units which makes the teaching
easier. There is a provision of immediate feedback. In microteaching cycle, there is facility of re-
planning, re-teaching and re-evaluation. It puts the teacher under the microscope. the matter of
discipline also can be controlled.

Role of Micro Teaching in Enhancing the Teaching Skills:

Micro teaching is used to improve different teaching skills such as:

 Introduction Skill
 Skill of Probing Questions
 Skill of Explanation
 Skill of Stimulus Variation
 Skill of Blackboard Writing
 Skill of Achieving Closure
 Skill of reinforcement
  Skill of using Teaching and Learning Aids

Micro teaching is Giving opportunity to use the mastered skill in normal class room teaching.

Integrate the different skill practiced It emphasizes on sharpening and developing specific
teaching skills and eliminating errors. It enables understanding of behaviors which is important
in class-room teaching. It increases the confidence of the teacher. It is a vehicle of continuous
training for both beginners or senior teachers. It provides expert supervision and constructive
feedback. It is skill oriented. Content not emphasized.

Microteaching involves presentation of micro lesson. Audience is small group of peers.

Feedback given by peers who role playas students. Participants learn about the strengths and
weakness in themselves as teachers. Plan strategies for improvement in performance. Why
teaching profession is good? To teach is to learn. Even the best teacher can learn a great deal
from his or her students.

Q.4 Compare the teacher education curriculum of United Kingdom and Pakistan.

Teacher Education Programs in UK (England, Wale, and Scotland)

Generally the teachers are trained in United Kingdom (UK) by four year B.Ed or BA education
with Qualified Teacher Status (QTS) instead of traditional one year Post Graduate in Education
(PGDE) at primary and secondary levels. Although some of universities in England and Wales
are offering few flexible teacher training programs like PGCE and Initial Teacher Training
(ITT), organized through Higher Education School partnership titled as School-Centered ITT
(SCITT). These programs are offered to people who are unable to join regular PGCE due their
family and job commitments. Another reason of such programs is to attract teacher employees to
overcome the shortage of professionally qualified teachers. But qualified teacher Status (QTS) is
must for all such type of teacher trainings. The Council for the Accreditation of Teacher
Education (CATE) is responsible for the assurance of primary level teachers’ preparation
programs.
Teacher Education Trends in UK

In 2010 the Coalition Government proposed a White Paper “The Importance of Teaching”, it
suggested significant reforms for teachers training and their professional development. Some of
key reforms are:

 Expansion of Teach First Program

 Commence of the School Direct Program and enhance significance of ITT funding
providers that are successfully engaged in involving schools in training programs
 Initiate of the Troops to Teacher Program for ex-service personnel
 Emphasizing successful completion of professional skills test based on literacy,
 numeracy qualification as prerequisite for beginning an ITT course
 Provide financial support to student teachers for particular subject area or with high
 marks for their first degrees.
 Initiating a small number of University Training Schools, which have to deliver three
main functions such as teaching children, training of teachers and conducting research.

In UK, it is observed that the teacher education varies across its various states e.g. England, Wale
and Scotland. The teacher education in England and Wale to some extent resembles but very
different in Scotland. The one year Post Graduate Diploma in Education is very famous in
Scotland whereas in England and Wale one year Post Graduate Certificate in Education is very
popular as in Pakistan one year BEd was very common and popular for teachers training. In UK
various teacher training ways are observed such as to be a professional qualified teacher in State
Schools, an individual has to attend Initial Teacher Training (ITT) or Initial Teacher Education
Training (ITET) programs. This results as Qualified Teacher Status (QTS) in England and Wale
and Teaching Qualification (TQ) in Scotland. Generally, Initial Teacher Training is provided in
Higher Education Institutions in UK but some school based teacher education programs are
observed in England.

Phases of Teacher Education

Farrant, J. S. (1990)[3], observed that since the dawn of the twenty first century teacher
education in developed countries remained divided into three phases:
1) Initial Teacher Education

2) Induction

3) Continuing Teacher Education

Education System in Pakistan

Education in Pakistan comes within the domain of the responsibilities of the provinces. However
the federal is liable for over viewing Pakistan’s entire system of education, and is assisted by the
provincal ministries and departments of education altogether the provinces. The Federal Ministry
of Education (MOE) deals with policy-making, curriculum development, accreditation and
coordination as an advisory authority, along side the direct administration of the tutorial
institutions situated in and around the capital. Education up to Secondary level is provided by
public and personal schools, and by Islamic madrasahs, (the faith schools). Education provided at
the public/government schools is freed from cost, but within the private sector institutions
educational expenses are borne by the oldsters for the aim of excellent quality of education.

Provincial governments overview and administer all the schools which are financed by the
federal through the upper Education Commission (HEC). Both public and personal universities
and other education institutions are overviewed by HEC for the design , development and
granting of charters. The academic progress of those institutions is coordinated, reviewed and
evaluated by the HEC.

The teaching profession, by and enormous , doesn't attract the simplest talent in Pakistan. Those
considered bright either join the professions like medicine and engineering and check out to
migrate to the West or are attracted by higher-level government officials positions, which open
avenues for enormous graft and corruption. A few exceptions would be some highly respected
university faculty and people scientists performing at the very best levels of the country's
research establishment, especially those involved in missile and nuclear technology.

There are three sorts of programs for training of teachers in Pakistan. The first is that the one-
year grade school teacher-training program in basic subjects and methods of teaching, including
developmental psychology . The lyceum teachers are required to hitch one among the various
teachers' training colleges or a university department of education either for a one-year program
resulting in the Bachelor of Education diploma or a three-year program resulting in a Bachelor of
Education degree. The admission to either program requires a bachelor's or academic degree in
any discipline from any university. The higher-level work resulting in degrees in education at the
master's or the doctorate level is completed within the departments of education within the
universities, which produce specialists as well as academic administrators. There also are several
in-service training programs for "untrained" teachers or for upgrading the curriculum. Teachers
sent to such programs are nominated by the varsity principals and approved by the district officer
and usually receive full salary during the in-service training.

Q.5 Explain the process of establishing partnerships among the teacher training
institutions in Pakistan.

Partnerships within the context of education are establishing relationships for collaborating and
cooperative ventures. As teachers and teacher, educators, we'd like to create partnerships with
teacher training institutions and fogeys . Partnerships with both parents and training institutions
are vital . The partnership of faculties with teacher training institutions will help build
collegiality.

Partnership programs can encompass a good sort of activities. they'll involve staff development,
curriculum development, policy development, instructional development, guidance, mentoring,
tutoring, incentives and awards, or they'll provide material and financial resources. Though the
kinds of partnership activities can vary widely, the common goal of virtually all school-business
partnerships is to enhance the education experience. the subsequent steps provide a road map for
creating, implementing, sustaining and evaluating partnerships between schools and businesses.

 Identify and research potential partners.

 Assess All Potential Offerings of Business Partners
 Determine Which Schools and Students Have the best Needs
 Make Community Connections
 Tap Internal Strengths
 Understand your core values.
 Draft a partnership proposal and submit it to your potential partner.
  Have a frank discussion about values, goals and wishes . Establish footing Assess the
impact of partnership on the tutorial , social and physical well-being of students.
 Define short- and long-range goals of partnership, including expected outcomes.
 Align activities with education goals of faculty . Make sure that partnership activities are
integrated into the varsity and business culture. Ensure that the partnership provides
opportunities for college kids , teachers, and business employees to interact with one
another and at community, school and business sites.
 Establish a proper (and written) management structure with specific individuals assigned
to manage partnerships to make sure accountability, provide internal control and monitor
alignment with partnership goals.
 Manage Staff Transitions Provide training for all involved parties.
 Secure explicit support and concurrence for the partnership throughout the varsity and
business
 Provide the community a chance to review and contribute.
 Construct detailed internal and external communications plans, and communicate
regularly about intended and actual outcomes of all activities.
 Make sure that both partners are publicly and privately recognized for his or her
contribution. Promote Success
 Evaluation

Better relationships between teacher training institutions and therefore the nation's schools are
needed because the event of the complete potential of teachers actually takes place in the schools
themselves. All agencies participate within the preparation and development of teacher
competence; teacher training institutions, local education agencies, and graduate schools of
education must coordinate their efforts and share within the responsibility for teacher
development. These Institutions must engage in far more active collaboration than has existed so
as to plan their respective roles within the theory, research, and practice parading for teacher
professional development.

Competent teachers within the public schools should function adjective instructions in teacher
training programs. Personae in teacher training institutions should take the responsibility for
presenting theory and research associated with educational practice. Courses in pedagogy should
happen publicly school settings, where the sensible application of theory and research are often
demonstrated to the novice teacher. During this manner the strength of both institutions are often
wont to forge simpler teacher training programs.

The nation's confidence publicly education are going to be restored when competent young
people are interested in the profession, when rigorous teacher training programs are provided,
and when it's demonstrated that graduate education institutions and therefore the public schools
pool their human and financial re.