Name: Nargas

Roll No: CA654031

ASSIGNMENT: 2
COURSE CODE: 8626
Subject: TEACAHER EDUCATION IN
PAKISTAN
PREFFERED TEACHER: ISMAIL KHAN
TEACHER CONTACT NUMBER: 03152321491

Q.1 Differentiate between teaching practice and internship, suggest ways for the
improvement of teaching practice component in teacher education programs.

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Ans.
Proposed Structure and Curriculum of Teacher Education

A Proposed Framework for Teacher Education

A systemic response is needed to address teacher education and teacher practice in Pakistan. The
framework for addressing issues of teacher education comprehensively must have three
concurrent dimensions:

1. Measures which address teachers competence, motivation and opportunity (Poston 2004 )
2. Policy and institutional provisions across schools, district, provincial and national levels.
3. Supporting shifts in curriculum and practice (both pre and in-service)

Competence, motivation and opportunity in terms of what the teacher ‘cant’ ‘want’ and ‘could’
do must be iteratively addressed and integrated with the policy and institutional as well as in
curriculum and practice dimension.

Policy on Teacher Education

1. The policy on teacher education both pre and in-service needs to be long term, embedded
in a vision, set of criteria, strategies and operational procedures which are inclusive,
provide scope for elevating teachers status and provision of authority for local level
flexibility in decision making.

2. A systematic institutional provision must be made to include ‘Voices of teachers’ in the

policy making processes through a regular and formal social dialogue forum at the
provincial and national levels, providing space to professional associations and experts. In
the MoE position paper on teacher education (2004), a suggestion was made to set up a
National Teacher Education Forum (NTEF) for policy inputs to be managed by the
Curriculum and Training Wings of the Ministry of Education. This proposal needs
immediate implementation with proper representation of stakeholders. This demand has
been reiterated by teachers in a recent initiative to capture teachers’ voices of courage and
concern at the World Teachers Day 2004 (ITA, 2004)

3. A robust and credible database on teachers needs to be established within EMIS at national
and sub-national levels for information on pre-service and in-service profiles,
disaggregated by level, subject, gender and location. This database must reflect both
government and non-state providers. Such a database will help in evidence based policy
making, planning and financing. It would also help to monitor PRSP indicators.

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4. Research on teacher education programs (pre-and in-service), practice in the classrooms
and student achievements must regularly feed back into theory to provide regular objective
evidence for iterative policy refinement, reflection and up gradation. Universities and their
Institutes of Education Research (IER) may be contracted for this exercise by the Ministry
and Departments of Education.

5. A policy provision for links between basic/school education and higher education must be
made along with financing arrangements. This will ensure a steady source of supply of
specialist teachers for mathematics, science, social studies, IT and language, particularly
for secondary education. Teachers can thus be mobilized through tertiary institutions with
some supplementation in pedagogical methods. Current initiatives of indigenous
scholarship programs funded by USAID and GoP in universities can be tapped by school
education in the true spirit of sector wide approaches of ESR. The Higher Education
Commission (HEC) and the Ministry of Education as well as the provincial departments of
education can collaborate towards this end.

6. The policy must create space for addressing the status of teachers through their professional
standing, certification protocols as well as through benefits and salary packages which
illustrate the critical importance of an active frontline change agent to implement education
reforms and transform education practices.

7. Incentive programs need to be instituted for teachers which are monetary and nonmonetary
in order to address the crisis of teacher placement in rural and distant areas. This can be
overcome through attractive packages of support including transport and residential
options, particularly in rural areas.

8. Resource allocations for teacher education need to be revisited through a systematic trend
exercise to capture evidence on allocation patterns and inform policy. The work should
focus on designing new resource templates for teacher education (pre and in-service) and to
revise the financing requirements for this critical area of human resource development.
Such an exercise should be undertaken jointly with interested development partners who
would be willing to support the Government of Pakistan for future initiatives in financial
realignments
for teacher education. The teacher education degree programme of secondary school
teachers (subject teachers) includes one major subject (at least 120 ECTS) plus a Master’s
thesis in their own academic discipline. In addition, they must complete one or two minor
subjects comprising at least 60 ECTS in one subject. Subject teachers receive instruction in
research methodology and research in their subjects as a part of subject studies. They also
become familiar with education and research in education in pedagogical studies (60

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 ECTS) The main elements of teacher education curriculum for secondary school teachers
consist of studies in:

Academic Disciplines
These can be whatever disciplines are taught in schools or educational institutions or in science
of education. Academic studies can be a major or minors depending on the qualification being
sought. The typical academic disciplines of secondary school teacher education are: - foreign
language, - mathematical sciences including mathematics, physics and chemistry, computer
science/computer technology, - mother tongue (Finnish or Swedish), - biology (botany, zoology
and genetics) and geography, - social sciences including history and economics, - religion and
philosophy, - home economics, - textile handicrafts, - technical handicrafts/technology, - arts and
music y - sports
 Research studies, consist of methodological studies, a BA thesis and a MA thesis.
 Pedagogical studies, (min. 60 ECTS) are obligatory for all teachers. They also include
teaching practice and orientation to research in education.
 Communication, language and ICT studies are also obligatory.
 The preparation of a personal study plan is a new element in university studies since 2005
in Finland. Its main function is to guide students to develop their own effective programs
and career plans, and to tutor them in achieving their goals.
 Optional studies may cover a variety of different courses through which students seek to
profile their studies and qualifications.

Secondary School Teacher Education

In secondary school teacher education the component of didactics is focused on issues how to
teach school subjects to different learners. In American educational literature a corresponding
element is very often called as pedagogical content knowledge. In the Finnish case these studies
can have very close relationship with learning research, academic discipline studies and teaching
methods. A typical feature is a research orientation. Teachers are seen as active professionals
who have a right and obligation to develop their work. The aim of teacher education is that
teachers internalize an attitude of pedagogical thinking. An important task of pedagogically
oriented studies is to educate teachers who are able to study and develop their own research-
based practices. For this reason, the modules on behavioral research methods are also obligatory
for subject teachers. The critical scientific literacy of teachers and their ability to use research
methods are considered to be crucial. Accordingly, Finland’s teacher education programs require
studies of both qualitative and quantitative research traditions. The aim of these studies is to train
students to find and analyze problems they may expect to face in their future work. Professors
and supervisors of Finnish teacher education have the responsibility to guide students in the
research-oriented aspects of their education. The main object of this guidance is not the
completion of research studies itself, but actually to further the process by which students come
to see themselves as actively studying and working subjects. In this aspect of the degree

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program, the processes of active working and thinking are integrated in various complex and
sometimes unexpected ways. The aim of the guiding process is to help students discover and tap
their own intellectual resources and to make them better able to work in changing contexts
(Niemi and Jakku-Sihvonen, 2006, p. 37)

Pedagogical Studies
The distinction between class teachers (primary school) and subject teachers (secondary school)
is retained, but the structures of the respective degree programs will allow them to take very
flexible routes to include both in the same programs or to permit a later qualification in either
direction. The pedagogical studies (60 ECTS) are obligatory for qualification as a teacher and are
approximately the same for both primary and secondary teachers. According to legislation,
pedagogical studies must be studies in the science of education with an emphasis on didactics.
Pedagogical studies can be part of the degree studies, or they can be taken separately after
completion of the Master’s degree. The goal of pedagogical studies is to create opportunities to
learn pedagogical interaction, how to develop one’s own teaching skills and how to learn to plan,
teach and evaluate teaching in terms of the curriculum, the school community and the age and
learning capacity of the pupils. Students should also learn how to cooperate with other teachers,
parents and other stakeholders and representatives of the welfare society
(www.helsinki.fi/vokke).

Improving the Quality of Education

Defining quality is elusive but some parameters will need to be drawn. There is an impending
need to debate and agree on what constitutes quality at each stage of education and the system
overall. Based on this, some standards will need to be defined and pursued through development
of policies, strategies and plans which target them. The recently completed NEAS2007 points to
significant quality deficits and confirms thewidespread perception of the low quality of
Pakistan’s education. Improving quality requires action in the areas ofteacher quality, curriculum
and pedagogy, textbooks, assessment approaches, and in learning environment and facilities.

In developed countries, close to two thirds of children’s performance in early schooling depends
on factors outside the school, namely on the home environment, the socioeconomic status of
parents, parent education particularly the mother’s, and the learning resources available at home.
Of the remaining one-third, teacher quality and leadership atschool are believed to be the more
important factors . Most of the inputs in the system have an impact on quality.

However, there are five- six basic pillars that have the major contribution. These are curriculum,
textbooks, assessments, teachers, and the learning environment in an institution and relevance of
education to practical life/ labor market. While elementary schooling is facingmany deficiencies
in each of the input areas that would need to be improved; the most significant action is

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education to practical life/ labor market. While elementary schooling is relevance of education to
practical life/ labor market. While elementary schooling is facing many require in improving the
teaching resources and the pedagogical approaches teachers employ. The reform of
teachingquality isof the highest priority.

Q. 2 How can computer assisted instructions enhance the quality of teacher training in
Pakistan.
Ans
Computer Assisted Instruction (CAI)

The most striking innovation in the field of educational technology is the use of computers in the
instructional process. Computer Assisted Instruction is a natural outgrowth of the application of
the principles of Programmed Instruction. The main objective of CAI is to provide the needed
flexibility for individualizing the educational process. It meets the need of a specific learner in a
way in which it almost impossible to do so in a face-to-face student teacher relationship. A
computer is such a device which can cater to the needs of the individual learners by storing a
large amount of information. It can process the information suiting to the needs of the individual
learner. It can cater to great variety of educational needs that range widely with respect to
educational levels, subject matter, and style of instruction and level of learning from drill and
practice to problem solving.

Use of computer to assist in the presentation of instructional materials to a student, to monitor

learning progress, or to select additional instructional materials in accordance with the needs of

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individual learners.

Modes of CAI

Drill and Practice: 

This mode is designed to teach basic facts. The student is asked to type in answers to questions
and the computer tells him about the correctness of his response. The pupil is presented with
more questions until the material is committed to memory. Control of learning rests with the
computer since it initiates and controls the students’ activity. Although dill and practice
programmes might help students memorize facts and information they can go beyond this and
ask questions which involve the use of procedural knowledge to supply answers and provide
reinforcement and feedback.

Tutorial: 
Tutorial is used to teach basic concepts or methods. The tutorial type utilizes written
explanations, descriptions, questions, problems and graphic illustrations for teaching concepts
much like a tutor. Tutorial mode is very useful when students show varying levels of conceptual
understanding and it can provide for individual tutoring needs that may be difficult to satisfy
through traditional instructional arrangements. The computer specifies the tasks and on
submission of answers by the students, the computer checks and provides feedback. Control of
the learning situation rests with the computer.

Simulation:
 Simulation deals with the representation of an event, system or equipment. This is an excellent
mode which enables students to investigate and experiment with system and processes which are
complex, dangerous and expensive. It has the unique ability to compress time and produce
expensive, delicate or dangerous systems and equipment. Simulation allows students to
investigate the optimum conditions for carrying out a particular process and gain an appreciation
of the situation and constrains.

Modeling:
 Computer programs can be used to build complex mathematical models and explore them
quantitatively, rapidly and in great detail. It is also easy to compare alternative models and
investigate their relative behavior with respect to any parameters.

Educational Gaming: It can be programmed where the student is placed in a competitive position
with either another student or the computer itself. These are best suited to teach rules,
procedures, etc.

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 Affecting Technology Use

The first category is, quite obviously, one’s access to technology. For us, however, access is
defined broadly to include the opportunities all participants have to utilize technology —
students, teacher educators, classroom teachers and children and adolescents. The second
category concerns the nature of training and ongoing support for learning about technology and,
simultaneously, learning about the educational potential of technology. The final category deals
with the social and instructional context that encourages (or discourages) both learning more
about and using technology.

Access.
Several investigations have found that loaning equipment and providing ongoing support
promotes technology use among professors, students, and teachers (OTA, 1995) and can
encourage social, collegial, and professional development activities. However, unless students
have ongoing technical support, the advantages may be lost (Scrum, 1993). It has been our
experience over three years that making equipment available is far from sufficient. The
importance readily available, consistent, and expert help cannot be overemphasized. A non-
threatening climate of support is essential for novice computer users and for continued sustained
use of technology.

Finally, access also came to mean a forum for the discussion of controversial topics in university
courses and seminars. We found evidence that supports others’ work suggesting that smaller sub-
cultures or personal spaces in which students can interact outside of face-to-face meetings were
created (Barnes, 1993; Varela, Thompson, & Rosh, 1991; Harrington, 1994). In one of the
elementary teacher education programs at the University of Illinois, students described e-mail as
helping them discuss ethnicity-related topics in a social studies methods course. They described
face-to-face situations as being too threatening at certain points in the dialogue and valued e-mail
as a safety zone in which dialogue flowed more freely. In a secondary mathematics course, an
instructor described a situation where two preserve teachers wanted to discuss multiculturalism
as it relates to the teaching of mathematics during the weekly on-campus seminar.

 The supervisor did not view multiculturalism as separate from the teaching of mathematics and
so encouraged the preserve teachers to discuss the issue on the class e-mail reflector in
subsequent dialogue.

Training.
For us training is not synonymous with a course on computer based technology. The Teaching
Teleapprenticeships data suggest that modeling by instructors, incorporating technology in
content related assignments, and providing an “on-call” support staff comprises a training model
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that increases the use of technology among teacher educators, as well as their students.

For example,
one elementary cooperating teacher, after receiving a technology grant, devised a personal
electronic teaching portfolio. After sharing her portfolio with three student teachers placed in her
room, they too prepared an electronic teaching portfolio and, in subsequent student teaching
placements, taught additional teachers in their preparation of electronic portfolios. Students
reported that they also value opportunities to share specific classroom applications and
experiences with mentors. In one of the secondary science student teaching cohorts, one
technology-proficient student downloaded specific science experiments for classroom use from
America On-line (AOL) and e-mailed the files to the other science student teachers who then
printed out the information and used the experiments or kept them for future resource. These
examples, plus numerous others suggest that modeling became a multi-directional activity.
Users, no matter what role group, served as models for others as ideas were shared across
campuses and classrooms.

In our project, as in several others, we found that training not connected to subject matter or
immediate instructional purpose was not valued by students (Thompson & Schmidt, 1994).
Several researchers have documented the importance of faculty demonstrating the use of
technology in classroom instruction which are linked directly to subject matter (Brownell, 1991;
Schmidt et al., 1994). One of the co-authors, then teaching prospective secondary English
teachers, paired the preserve teachers with students in a rural high school English class and
served as peer editors on the high scholars’ writing assignments all sent via e-mail. Analysis of
the feedback from both university and high school students suggests that the prospective teachers
were able to learn about technology use, high school students, and the evaluation of students’
work in an integrated manner. All participants, including the co-author, were very excited about
the practical use of technology to promote learning for students and for prospective teachers.

When the prospective teachers only saw technology used as a tool, they were seldom able to
incorporate technology into their own curriculum (Howard, 1994; Trashier et al., 1991).
Secondary student teachers in content specific methods courses where professors and teaching
assistants did not tie technology use into the course syllabus described not being comfortable
with incorporating technology into their secondary classroom instruction. In one science cohort
of student teachers, use of electronic mail was not a required component to the course and as a
result, the student teachers reported not using the Internet much at all.

We are suggesting then, an expanded definition of the term training for technology in preserve

education courses beyond that of the traditional didactic or autonomous course model.
Inadequate and inappropriate training continues to be a barrier to the implementation of
computer technologies. Training in technology use must coincide with course goals and be seen

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as an integral course component.

Context.
Context, in the Teaching Teleapprenticeships project, was not defined as a computer lab, nor as
a work station. Context included the program in which prospective teachers worked, the faculty
with whom they worked, and the school settings in which they began practical applications of
technology in teaching. While our project had some control over access and training, the contexts
in which prospective teachers worked varied within districts and, in many cases, within
buildings.

Secondary field experiences offered opportunities for technology use but not as consistently as
elementary settings. Perhaps this disparity can be attributed to secondary teachers having
different content preparations with different students different hours of the day, fewer
opportunities at the high school level for team planning and teaching where knowledge and
experiences can be shared, larger secondary student populations, and professional development
opportunities at the secondary level which are tied more to content and individual teacher choice
than at the elementary level. Or, perhaps this disparity could result from decisions to place high
school and middle school computers in labs, as opposed to classrooms. This suggests that further
study of the contexts for learning to teach is warranted.

Aside from this global difference, we also found differences between buildings. When hardware
and software were not readily available at the school, technology use was unlikely and caused
frustration among professors, teachers, and students who wanted to use technology. For example,
an elementary school in one program at the University of Illinois experienced major difficulties
in connecting to the network. This inhibited the student teachers’ use of the computer for Internet
exploration and e-mail use. Students at this school spoke in interviews and wrote in semester
program evaluations about repeatedly trying to gain access without success. They conveyed
frustrations in the amount of time devoted to failed attempts and described an eventual “shutting
down” of student teachers’ and teachers’ desire and willingness to use technology because of
technical barriers.

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Q. 3 Explain the method and procedure of micro-teaching. How it helps to improve the
competencies of teachers? Explain with the help of examples.
Ans
Micro Teaching:

Teaching is not merely imparting knowledge to students, nor merely giving advice. Teaching is
not passing information to the students and not sharing one’s own experience. Teaching is
required continuously research based pedagogical improvements. Research is needed on
pedagogical approaches and experiences that support teacher educators’ efforts to inspire
prospective teachers’ learning and help them develop knowledge and practices aligned with
recent reforms (Grossman, 2005; National Academy of Education [NAE], 1999). Researchers
recommend seeking experiences that provide shared contexts for prospective teachers’
exploration of pedagogical problems and engagement in reflection and critical analyses of
teaching (Ball & Cohen, 1999; Putnam & Borko, 2000). Drawing on the work of Dewey (1965),
Grossman and McDonald (2008) argue that pedagogies in teacher education need to approximate
practice in such a way that prospective teachers should engage in ‘‘intensive, focused
opportunities to experiment with aspects of practice and then learn from that experience. They
suggest looking back and rethinking approaches such as microteaching in order to create
experiences where what is simplified are not the very features of teaching that make it difficult.

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 meet 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 improve the skills of teachers is an
excellent vehicle of providing teachers with an opportunity to improve their teaching skills.
Microteaching is a scaled down teaching encounter in class size and time (Allen,

11
1966).Microteaching is a system of controlled practice that makes it possible to concentrate on
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 get 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 a
teacher teaches a small unit to a group of five pupils for a small period of 5 to 20 minutes (L.C.
Singh,1997).It gives instructors opportunity to put themselves “under the microscope” of a small
group audience. It is an excellence way 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 a teacher to
develop his/her repertoire of professional skills in an atmosphere conducive to learning and in 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 such as instructional skills, techniques of teaching, mastery of
curricular materials and demonstrations of teaching methods. The duration of teaching as well as
number of students are less. The content is divided 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 problem of
discipline can also 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.

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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 Malaysia and Pakistan.

Ans.
Teacher Education in Malaysia

In Malaysia initially very few teacher training colleges were exited. To fulfill the increasing
requirement of trained teachers, The Malaysian Government put emphasize on the development
of new teacher training colleges and in the era of 1950 -1960 numerous teacher training
modalities were existed such as weekend teachers training course, Simplified Normal training
course, Senior Normal Class and Vocational Teacher Training Course. After the establishment of
Twelve Day Training Centers with the collaboration of Malayan Teacher Training College, these
all programs were closed. Currently Malayan 29 Teacher Training Colleges are providing several
specialized courses for teacher training. In Malaysia, The Teacher Education Division is a
Government department that is responsible for teachers training and education. This department
provides, initial teacher training programs, in-service training for teachers, workshops and short
courses for specialized groups. All student teachers require a mass of professional language
register related to teaching learning. Primary school teachers belonging to national schools are
provided initial training by one of the Teachers Education Colleges and secondary school teacher
are provided training in one of the School or Centers in Public universities.

Teacher Education Institutions

In Malaysia, generally two types of teacher training institutions are providing teachers’
education; which are following:

Pre-service Teacher Training

Pre-service teacher training for both primary and secondary schools is offered by 29 teacher
training colleges and 11 public universities. Teacher training colleges are working under the
Teacher Education Division of the Ministry of Education in Malaysia. Most of teacher colleges
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are general in nature but some specialist language institutes, religious colleges, science colleges,
vocational and technical colleges and women colleges are also existed. There are normally two
types of pre-service programs are being offered, The Malaysian Diploma of Teaching (MDT)
and the Postgraduate Diploma of Teaching (PDT). In throughout Malaysia each year more than
4000 teachers are being graduated by MDT and 3000 from PDT program.

In-service Teacher Training

In-service teacher training is provided by two programs
i. Special Degree Program
ii. Special Teaching Certificate and Special Development Courses

In-service teachers are fully paid their salaries and training allowance or half pay leave especially
for Special Training Certificate Course and Professional Development Courses. To get admission
in Post Graduate Diploma in Teaching, candidates are required to have a Bachelor Degree from
university or higher education institute and a credit in Malay Language at the School Certificate
level. Malaysia is upgrading the professional qualification of the teachers and it is expected that
all secondary schools’ teachers would be university graduate by 2020. Teachers having three-
year teaching diploma based on “O” level educational qualification need to get their graduate
degree by attending a 14 week in-service program related to their subject, one year at teacher
training college and three years at a university.

Levels of Teacher Education in Malaysia

Generally teacher education is organized at two levels in Malaysia:
University Level:
There are five universities in Malaysia are providing teacher education courses. Students require
having a teaching diploma of one year after completing their graduation degree, to teach the
upper classes at secondary schools. These students are known as ‘Graduate Teacher’. Some of
universities are also offering post graduation courses leading to Master’s and Doctoral programs
in Education. University level teaching training programs are organized and supervised by
respective university or department as they are authorized to take their decisions regarding
various matters.

College Level:
A two and half year’s program is offered based on five semesters to those students who are
intended to join teaching as profession after completing their secondary school education. After
getting their Certificate in Education these students are called “College Trained Teachers” and
are supposed to teach at primary level schools or in lower classes at secondary schools. Teacher
colleges are direct under control of the Teacher Education Division of the Ministry of Education

14
(TED). Teacher education colleges have to perform various activities of pre-service and in-
service teacher education programs such as students’ selection, courses of study, staffing,
examination, certification with the coordination of TED.

Summary
Malaysia is a multicultural society and this diversity has increased the complexity of the nature
of teacher training programs. In Malaysia, the training of pre-service teacher for both primary
and secondary schools is mainly provided by the 29 teacher training colleges which are under the
Teacher Education Division of the Ministry of Education, as well as the 11 public universities.
Although Pre service and In-service teacher training is provided but there is no concept of
Induction. However in addition to certain other in service training courses numerous short
courses are also offered for continuous professional development. To increase productivity and
feasibility of CPD the Malaysian government has established a Malaysia Open university so that
the teachers can be trained at their own schools.

Q.5 Discuss the need of collaboration among the teacher’s trainings institutions across
Pakistan.
Ans.

Partnerships with Teacher Training Institutions

Partnerships in the context of education are establishing relationships for collaborating and
cooperative ventures. As teachers and teacher, educators, we need to build partnerships with
teacher training institutions and parents. Partnerships with both parents and training institutions
are very important. The partnership of schools with teacher training institutions will help build
collegiality.

Partnership programs can encompass a wide variety of activities. They may involve staff
development, curriculum development, policy development, instructional development,
guidance, mentoring, tutoring, incentives and awards, or they may provide material and
financial resources. Though the types of partnership activities can vary widely, the common
goal of virtually all school-business partnerships is to improve the education experience. The
following steps provide a road map for creating, implementing, sustaining and evaluating
partnerships between schools and businesses.
 Identify and research potential partners.

15
  Assess All Potential Offerings of Business Partners
 Determine Which Schools and Students Have the Greatest 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 needs. Establish Common Ground
Assess the impact of partnership on the academic, social and physical well-being of
students.
 Define short- and long-range goals of partnership, including expected outcomes.
 Align activities with education goals of school.
 Ensure that partnership activities are integrated into the school and business culture.
Ensure that the partnership provides opportunities for students, teachers, and business
employees to interact with each other and at community, school and business sites.
 Establish a formal (and written) management structure with specific individuals assigned
to manage partnerships to ensure accountability, provide quality 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 school and
business
 Provide the community an opportunity to review and contribute.
 Construct detailed internal and external communications plans, and communicate
regularly about intended and actual outcomes of all activities.
 Ensure that both partners are publicly and privately recognized for their contribution.
Promote Success
 Evaluation

Summary and Implications

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

16
Competent teachers in the public schools should serve as adjective instructions in teacher
training programs. Personae in teacher training institutions should take the responsibility for
presenting theory and research related to educational practice. Courses in pedagogy should take
place in public school settings, where the practical application of theory and research can be
demonstrated to the novice teacher. In this manner the strength of both institutions can be used
to forge more effective teacher training programs.

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

Reflective Practice
Reflective practice is related with the learning which we gain from experience. Reflective
practice is an important strategy of lifelong learning which is effectively used by professionals.
Reflective practice is a source of development of qualified, autonomous, self-directed
professionals. The use of reflective practice reduces the gap between theory and practice and it
stimulates the professional and personal

Key Elements of Reflection Reflection has following key

• Making sense of experience
• ‘Standing back’ to gain a better perspective of the experience.
• Repetition and checking for missing things
• Deeper honesty to accept the normal course of events
• ‘Weighing up’ and balanced in judgement
• Clarity as viewing the events being reflected by a mirror
• Deeper understanding
• Making judgments to develop or adopt a strategy, activity or an approach.

Models of Reflection
Several models of reflection have been proposed for the engagement in the process of reflection
by the individual. It depends upon the individual to select a model or framework for reflection
in which he finds himself comfortable and which helps him to learn from his past learning
experiences. Some of the important models of reflection have been discussed below.

Gibbs Reflective Cycle

Gibbs (1988) has presented a reflective cycle which is fairly straightforward and encourages a
clear description of the situation, analysis of feelings, evaluation of the experience, analysis to
make sense of the experience, conclusion where other options are considered and reflection
upon experience to examine what you would do if the situation arose again

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Johns (2000) Model for Structured Reflection
John’s model for structured reflection can be used as a guide for analysis of a critical incident or
general reflection on experience. This would be useful for more complex decision making and
analysis.

Rolfe et al (2001 Framework for Reflexive Practice

Rolfe et al (2001) propose a framework based on Orton’s (1970) developmental model. The
questions ‘What? So what? And now what can stimulate reflection from novice to advanced
levels. It is possible to use the model simply at the descriptive level for level 1 reflection. The
arrows at the top of the diagram indicate a sequential and cyclical order to the framework.
Firstly the practitioner reflects on the situation in order to describe it. The second phase
encourages the practitioner to construct personal theory and knowledge about the situation in
order to learn from it. At the third level the practitioner reflects on action and considers ways of
improving the situation and reflects on the consequences of his/her actions. Rolfe et al consider
this final stage as one, which can make the greatest contribution to practice.

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