Q.

1: How teaching practice is different from internship, give suggestions to get

maximum benefit from the teaching practice?
Ans:Training is a program in which the trainee gets a chance to apply his theoretical
knowledge in the practical life. If we talk about Internship, It is a type of training In
which the colleges or institutes enters into an agreement with the organisations to
provide practical knowledge to their students.
In this era of extreme competition, getting a good job is tough. A person must posses
good practical and theoretical knowledge. Now you may wonder, How a person get
this knowledge without doing job? Training and Internship e two programs through
which a person can acquire knowledge with experience. Just go through this article
to know the important differences between the training and internship.
Contents: Training vs Internship
Basis for Teaching practice Internship
compariso
n
Meaning A number of terms such as the practice An Internship is a type of
teaching, student teaching, teaching training in which the
practice, field studies, Infield experience, students of various
school based experience or internship colleges and universities
are used to refer to this activity (Taneja, get the real world
2000). The term practice teaching experience about the
embraces all the learning experiences of workplace for a limited
student teachers in schools (Ashraf, period of time.
1999). The term practice teaching has
three major connotations: the practicing
of teaching skills and acquisition of the
role of a teacher; the whole range of
experiences that students go through In
schools; and the practical aspects of the
course as distinct from theoretical
studies
For whom Employees and Prospective employees. Students

Duration Depends on the company or an 2-3 months.

organization, but normally more than 6
months.
Objectives Improving the employees performance Gaining practical
and productivity. knowledge.
Payment Teaching practice is always paid. Internship may or may not
be paid.

Definition of Training:
Training is the program organized by most of the companies for improving the skills,
competencies, knowledge and the ability of the employees for performing a pecified
job. The principal objective of training is to create a change in employees behaviour
to perform better.
It is given mainly to the existing and the prospective employees of the organization
for increasing their performance and productivity. After training potential employees
get permanent in company while existing get promoted for their good job. It is a great
way to gain experience and practical knowledge together.
Following are the type of training given in organizations:
 Orientation Training
 Apprenticeship Training
 Job Training
 Vestibule Training
 Promotional Training
 Refresher Training
 Internship Training

An in-plant training is one that takes place in the Industry or company, where you
will get tolearn something which happens in the real world. Further. a training
undertaken by the
company itself or an institute owned by the company is called industrial training,
Definition of Internship
An internship is a kind of training in which the students of college and university
get thepractical experience of an occupation at the workplace. It is a technique in
which the
undergraduate students participate, where the training is given for enhancing
their
knowledge, self-confidence, performance and skills.
The main purpose of this training is to enable students to apply their theoretical
knowledge in real life working situations and learn working ethics. Rules and
regulation don’t apply to the interns. It is arrangement b/w collage or institute and
organization to provide technical knowledge.
Key Differences Between Training and Internship:
 Training is a program organized by an companies to their employees to
improve their skill,performance and ability while internship is a job training
given to the students by their collage or institute for giving themreal world
experience about the workplace.
  The objective of the training is to improve the performance and
productivity of the employees,
On the other hand, the objective of the internship is to gain the practical
knowledge.
 The duration of training is normally more then duration of the internship.
 The training can either be on the Job, whereas Internship is always on the
job.
Benefits of Training:
 Builds employees self-confidence.
 Increases employee’s performance.
 Improves employee’s morale.
 Increased Profitability.
 Ensures satisfaction among the workers.
 Chances of Promotion.
 Benefits of internship.
 Builds self-confidence of interns.
 Gains practical knowledge.
 Improves intern's workplace ethics.
 Enhances skills.
 Improves their performance quality.
 Improves their Communication skills.

After the above-detailed discussion, We can say that training as well as the
internship; both areimportant for a person. As internship gives the practical
application of theoretical knowledge,the proper training helps in improving the
employee's performance and helps the organisationto judge whether the
employee is fit for the job or not.
The major difference is the trainees are employees while the interns are students
not theemployees of the company, and that is why rules and regulations of the
company don't apply
to them. Further, summer training and internships are also in vogue, that lasts for
8 to 10
weeks.
practice teaching occupies a key position in the programme of teacher education.
It is a
culminating experience In teacher preparation.It provides opportunity to begining
teachers
to become socialized into the profession. Performance during practise teaching
provides some basic for predicting future success of the teacher.
Practise teaching is the name of preparation of student teachers for teaching by
practical training. It is a practical use of teaching method teaching strategies,
teaching principles, teaching techniques and practical training and
practise/exercise of different activities of daily school life.
Objectives of Practise Teaching:
 To provide the prospective teachers with an opportunityof establishing an
appropriateteacher pupil relationship.
 To provide an opportunity for evaluating the student potential as a teacher
and suitabilityfor the teaching profession.
 To develop personal relationship with others: administrators, teachers,
parents and
students.
 To provide the future teacher with practical experience in school to
overcome the problemsof discipline and enable him / herto develop
method of control.
 To provide with an opportunity to put theories into practice and to develop
a deeper
understanding of educational principles and their implication for learning.
 To enable the student teachers effectively to plan and prepare lessons.
 To develop skill in the use of fundamental procedures, techniques and
methods of teaching.
 To develop desirable professional interests attitude and ideas relative to
teaching profession.
 To enable student teachers to acquire desirable characteristics of a
teacher and todisplay appropriate behaviour.
 To provide student teacher with an opportunity to have teaching evaluated
and to gain
from the benefits of constructive criticism.
 To provide an opportunity for self evaluation and to discover own strength
and weakness.
 To develop skills in future teachers related to teaching Iike fluent
speaking, meaningful
reading, using black board and other teaching materials.
 To provide an opportunity to raise with school environment, its functioning
and withcommunity and its resources.
 To provide for the exchange of ideas and methods between practicing
school and teachertraining institution, by teacher training institution’s staff
and students,perceiving new ideasmaterial and equipment into the school.
Stages in Practice Teaching:
Primary Stage:
It is necessary to make a trip of student teachers to that particular school, where
they are going for practise teaching. The main aim of their tour is to see
concerned head teacher, class teachers and school staff in order to
acquireinformatlon about school and its environment.
Teachers and students must observe the method of teaching, copies or
notebooks and their usual routine. On return from the tour student teachers must
have details about age of students, strength ofthe class, abilities and
specificproblems of the students, timing of
the school, textbooks and teaching aids.

Preparation of Lesson:
For the preparation of lesson student teachers must know the subject, the
relevant books and
audio visual aids. Which he / she is going to teach. Because already prepared
lessons give
confidence to the teacher. Student teachers and supervisor can reform the
teaching learning
process after its evaluation

Qualities of a Good Lesson:

A good lesson has the following qualities:
 Lesson planning should be in complete detail.
 Lesson should be interesting.
 Effective and timely use of teaching method.
 Student should be ready for learning.
 Students should be Involved practically in teaching learning process.
 Lesson should be taught in professional and friendly envirment.
 All students should be given same attension by keeping in view their
individual differences.

Teaching In Classroom:
The stage of teaching in the classroom is known practical teaching. Student
teachers while teaching in classroom passes through different steps of his/her
teaching (introduction,presentation, recapitulation) and concerned teacher /
supervisor assesses / observes his / herlesson.

Evaluation of Teaching Practice:

In order to evaluate the teaching practise supervisor observe student teacher
while teaching in classroom. Supervisor evaluates / observes the punctuality,
lesson planning,teaching methods, use of audio visual aids. adequacy of audio
visual aids, pitch of voice, dress, start and end of lesson, interest of the
students,discipline of class, use of black / white board,student’s notebooks and
objective of the lesson.
Participation In Other routine works of school.Teaching in the classroom Is not
only the objective of teaching practise, but also to provide trainingin all
activities/work which student teacher are going to perform in future during their
job. For this purpose they have to spend whole day in school as teacher. They
have to participate in all the activities of school e.g preparation of timetable,
preparation of different registers, evaluation of class and homework, home
economics room, science laboratories and library.How to deal with students'
parents, officers of the school, school employees and guests arealso the part of
teaching practice. Duties as invigilators. preparation of question papers for
examinations, evaluation of answer scripts and compilation of results Is also part
of teachingpractice.

Role of Supervisor in Teaching Practice:

Supervisor has an important role In practice teaching as:

 A resource person
 An adviser
 A general moral booster
 An interpreter of feedback
 An assessor

Supervisor’s duty is not only to evaluate the lesson of teaching practise, but by
using his/her all the abilities to make the experience result oriented. He/she
should have all the planning before hand. He/she should have meeting with other
educators.

Introductory lectures should be arrange before the departure of student teachers

about thepracticing schools in order to aware the student teachers about the
preparation of lesson plans and other assigned activities.the practicing school
staff and students. If there is a need then all the student teachers shouldbe
gathered and should be scolded and warned withoutnominating and asking the
name.Supervisors' role Is to prepare teachers for future, therefore he / she
should act as a facilitator.

Teaching Practice in Pakistan:

Teaching practice is doing nothing to teaching other than adhoc basis. The
schools whereteaching practice is conducted are doing nothing but only bearing
it and not taking active partin the preparation of teachers of future. The
administration and teachers of practicing schools are not aware with the
information and evaluation techniques, which are used during teaching practice.
They are not fully aware about the importance of teaching practice for student
teachers and future generations. It is a fact that student teachers are not perfect
teachers, practicing school teachers can't give them full authorities but they can
trust on them. Practically two ways are being seen here in Pakistan. Firstly these
uninvited guests are consider inferiors teachers and criticized without any
Justification. Secondly some teachers transfer their all burden to them. In some
teacher training institutions selection of lessons is kept up to the choice of
student teachers and they select such lessons which they very easy and in which
minimum audio visual aids are used.

Suggestions to Improve Teachhig in Pakistan:

Here are some suggestions to improve teaching in Pakistan.
  In teacher training institutions teaching method were not only teach but
also practically demonstrated by their educators.
 The duration of teaching practise should be increase upto 12 week atleast.
 Teaching practice should not be consisted of classroom teaching only
attendance of students, conducting of morning assembly etc should be
included.
 Microteaching should be adopted in teacher training institutions and model
lesson should be given before student teachers by expert as well as by
video films.
 Student teachers are not given marks only for model lesson all aspect of
teaching practise should be included.
 In order to make the evaluation of teaching practise more effective student
questions and their answer by teacher should be included.
 It should be encouraged that student teachers make audio visual aids by
them selves and student teacher should be given/ provided guidance after
every lesson.
 In order to make teaching practise more effective student teacher must
watch lessons of experience teachers and make a report and supervisor
provide guidelines based on his report
 It should be ensured that student teachers keep the sequence of lessons
In such a way, so that they can teach all types of lessons and use different
teaching methods.
 Prior to teaching practice student teachers should practice in their fellows
in order to bulld more confidence in them.
 During teaching practice student teachers should be given projects, which
cover all the aspects of teaching practice i.e. (preparation of teaching kit,
planning for decoration of classrooms, betterment of environment and
provision of facilities).
 During practice teaching prospective teachers should be made habitual of
preparing daily lesson plan.
 Practice teaching should be more realistic and suited to the actual class
room situations.

Conclusion:
Teaching practice is an activity, which can play an important role in the
preparation of teachers. Its effectiveness Is necessary for the nation. It is a
milestone for professional adolescence. It is a combination of personality, skill &
training. Which is fuel for endless journey.
Today, we bring you some ideas that might assist you in your effort to make your
teaching more effective in the classroom.
 It's all about passion. What differentiates a good teacher from a great one
is the passion for teaching. And the passion has to be genuine. Faking the
 passion would lead to nowhere. It is believed that students can get along
easily with a teacher they think carefully about what they are teaching.
 Know your student well. Just like you know your subject. Knowing your
subject isn’t enough to make you a good teacher. Know the people you
are teaching- what all they like in what you are teaching. The requirements
and what they need to learn from you.
 Create a safe and better learing environment. Promising a secure
environment for your students is important, to let them acknowledge what
they don't know and allow them to learn things. You, as a teacher, can
create a safe and secure environment which will allow your students to
take the risk to learn. Simple things like decorating classroom walls with
students' works can develop faith In students for their teacher.
 A good teacher-student relationship is crucial. A very obvious step to
follow. Make all effort to build up a strong relationship with your students
and it definitely has a lot to affect learning in the classroom. Good
environment in the classroom with a thriving teacher-student relationship
is a sign of a progressive classroom.
 Keep your teaching CLEAR. A great teacher can also be categorized as
the one who has the ability to simplify complex learning into something
that’s easily graspable to students. The biggest problem with most
teachers is that they fail to realize if students understand them or not.
Keeping the learning method simple and clear is important.
 Be an amazing behavior manager. Good knowledge about your subject
and how you deliver it in class alone doesn’t make you a great teacher.
Managing classroom behavior includes managing studentsbehavior in the
class, proper usage of lesson time and optimal management of learning
resources. All these points are as important as your knowledge on the
subject you teach.
 A good teacher-parent and teacher-colleague relationship is also
important. Just as you need a good relationship between you and your
students to build up, an equally good relationship is required on the
professional front too. Timely communication with parents, being
supportive to colleagues equally affect student learning. How? Good
relation with colleagues can open up new teaching methods. Whilst,
communicating with parents is highly important for a student’s overall
development.
 Be open to new learning styles. A lot of teachers have the opinion that
each student is comfortable with their own style of learning and it’s always
better to encourage them to learn in their preferred style. Moreover, being
a teacher, you have to keep updated about the latest teaching styles that
can optimize the learning process.
Q2: Explain the training required for teachers so to enable them to integrate
Computer “Assisted Instruction in Teacher Education Curriculum”?

Ans:Historically the term "Curriculum" could be traced around 1820 which

'generally' meant by a textbook, guide or course of study and 'professionally'
Including a set of global intentions, a plan or organizational structure, and any
one of the delivery media, while "Curriculum Development" Is concerned with
overall design or plan of structuring the environment with the elements of
learning e.g., time, space, materials, equipment and personnel (Wiles & Bond',
1993). McGee (1997) quoted a simple definition of curriculum from Taba that
"curriculum is a plan for Iearning". The success of curriculum largely depends on
the teacher who is primarily responsible for providing the actual learning
satuations. Therelationship between curriculum and teacher will illuminate that
curriculum facilitates for effective teaching.

Developing Curriculum of Computer Education for Prospective Teachers:

Curriculum is not only limited to decide or plan about teaching, learning and
medium of instruction but in fact curriculum is an important pillar of education
system, which is expected to improve the overall qualityof education.Curriculum
tends to mirror society Itself, reflecting Its aims, values, and rlontles. McNeil
(2006) expanded the role of curriculum as the most potent and Influential tool,
which affects and forces society, schools,classrooms, students and parents In
shaping students' identity, expectations, and life long trajectory. By keeping the
Important role of curriculum In mind it would be easy to say that education
reshapes the future of a society both by changing the present situation as well as
by transmitting the cultural heritage of a society.(Rushby and Howe, 1985).
Information and communication technologies (ICTs) had great impact on societal
changes. According toWiles and Bondl (1993) "innovation of 21st century has
had a major affect on both society and schools is the computer". Computers and
computer system are encompassing the means of communicating,
storing,retrieving and categorizing information (merill,1986), Reduction invprices
and versatility o computers rapidly changing the trends of teaching and learning
I.e„ computers are used to teach, learn and evaluate in all subjects from literate
to engineering, therefore neither children nor their teachers can afford to be
unaway of the computers, Ortega and Bravo(2002) quoted Ortega Cantero that
computer Is a tool not a subject; its knowledge should be integrated transversely
In all the disciplines not only in Computer Sciences. The ICTs had also a deep
impact on education. According to Oak (2008) computer education from a part of
the school and college curricula, as it is important for every individual today, to
have the basic knowledge of computers"
Computer and its related technologies make it possible for teachers and learners
to share their knowledge and experience with each other without any barrier of
space and time. (Albalqoshi 2003)
They are at least as good at transmitting information, as teachers (Brown &
Atkins, 1988), and are probably more accurate and fast. Even then It is not used
up to the optimum extent in our educationalinstitutions (Jamil,1999), Keeping in
view the Importance of computer in education, most of the universities offering
teachers training programs in all over the world have added a subject to train
their prospective teachers for using computer as a teaching— learning aid. Given
the importance of the use of computer everyday life and In education, curriculum
in computer studies acquires great importance. In order to make meaningful use
of computers in the classroom, teacher needs orientation Computer
education.Therefore purpose of this research study was to draw outlines for a
curriculu in the subject of computer education for prospective teachers in the
department of Education, (Bahauddinzikria university Multan, Pakistan)

Literature Review:
Curriculum development is not something that happend by chance. It is a step by
step process which follows a model or analogy. Willes&Boman(1993) clarified the
analogy in curriculum development with the help of an example related to
architecture, who cannot design a home until certain information about style and
functioning are known.Grier (2005) quoted from Posner that curriculum
development process Is based on two necessary and complementary steps;
curriculum development technique and curriculum conscience. Where curriculum
techniques are “nuts and bolts” used to arrive at the curriculum, while models
describe procedure to develop curriculum, and some of the eminent curriculum
development models were referred by McGee(1997), McNeil(2006),
smith(2000),Howard(2007), Duan (2004) and Burkett(2002) are briefly reviewed
as under to construct the curriculum: In 1949, Ralph Tyler identified some
fundamental questions that must be answered during development process. Its
approach was relatively pragmatic and straightforward which closes the loop
between curriculum development and assessment. His theory of curriculum
development was simple,logical and rationale but fell out of favors as educators
began to view learning experiences more holistically and Mubashrah Jamil, Riaz
ul Haq Tariq and Jamil Hussain Shahassess outcomes that Were not easily
measurable. Tyler considered following four consideration in curriculum
development:
 Formulating educational purposes
 Selecting educational experiences
 Organization of educational experiences
 Determining the extent to which purposes are being attained.

While Hilda Taba believe that teacher who teach or implement the curriculum
should participate in developing it. Her advocacy was commonly called
grassroot approach wher teachers could have a major input. This model was
designed for social studies but also applied for other subjects as well. She
presented seven major steps In curriculum development. These included all the
four phases of Tyler's Rational Model while the most prominent and important
was diagnosis of learners need and expectations of the large society.
Regarding to the Cyclical model presented by Nicholls and Nicholls (1978),
curriculum development is a continuing activity because of the new information
and advancement , a new element called situational analysis Was introduced in
1970s based on Taba'sdiagosis of needs. It Included a detailed description and
analysis of the context in which a particular curriculum is to be implemented. It
Was flexible and more useful model emphasizing on situational analysis which
provides starting point to school teachers in curriculum development. But a major
drawback of this model Was that the situational analysis needed long time.
Walker Introduced new model for curriculum development In 1992 and called it
'Naturallstlc• because of his emphasis upon the natural school environment
where it Was more important to understand what teachers do rather than what
they are supposed to do his observation based on the several years
ofexperiences in the kattering art projects, Walkers become aware that each
teacher bring their own beliefs and values which affect curriculum decision.his
model was based on several phases. The major difference of Walker's model
was that he favored explicit and implicit design: the former consisted of the
conscious decisions and later the acrions that are taken atomatically. This phase
culminate in the production of teaching materials or plans. It was more realistic,
flexible, providing opportunity for discussions and sharing of views and recognize
the diversity of factors affecting curriculum development. But it was more
appropriate for large-scale projects than small-scale projects;moreover a lot of
time is required for discussion and making conclusions.
McNeil (2006) introduces the futuristic model that stressed to the need to prepare
the citizen By keeping the Importance of future need, efforts have been made to
develop educational objectives consistent with this realization and employing
necessary action, this model favoured to involve educationist , politicians,
economists, medical psychologists to discuss possible future developments that
could affect curriculum planning. After rating social consequences, educators are
required to decide what items in the present curriculum prepare students for
future world and support to keep them up for future curriculum. At the end, a
group of writers prepare two descriptions i.e„ one for assessing theeffects Of
actions and implementations on learners and second description is related to
describe changes in subject matter, learning activities, curriculum organization
and methods. The major difficulties of this Model were to predict future
problems,' and participation of non-educationists to be expected for
understanding the factors affecting the school curriculum.
Beside of these models many others were also reviewed for example the
vocational or training model; Action Research Models and model of need and
assessment techniques along with these models some model curriculums Were
also reviewed, for example: 'A Model Curriculum for Computer Aided Design
(CAD) Associate degree program by duan (2004). A model curriculum for a
docter of psychology (psy.D) program by Allen gauthe0 doyle and Hutcheon
(2004), a Curriculum Model for Transferable Skills Development' by Chadha
(2006) and 'Constructing a Workable Computer developing curriculum of
computer education for prospective teachers.

8 Computer Skills For every teacher to Master :

It has become extremely hard for us to keep abreast consistently evolving
computer-based techonology. This is specially the case wit h educators who are
now, out of sheer necessity, required to stay a step ahead to preserve their
relevance in their careers.
Here are 8 computer skills every teacher to Master;
There is clear and widespread agreement among the public and educationist
that all students need to be proficient computer users or ‘ computer literate’
however while districts are spending a great deal of money on technology, there
seems to be only a vague notion of what computer literacy really means. Can the
student who operates a computer well enough to play a game, send e-mail or
surf the Web be considered computer literate? Will a student who uses
computers school only for running tutorials or an integrated learning system have
the skills necessary to survive in our society? Will the ability to do basic word
processing be sufficientfor students entering the workplace or post-secondary
education?
Clearly not. In too many schools, teachers and students still use computers only
as the equivalent of expensive flash cards, electronic worksheets, or as little
more than a typewriter,The productivity side of computer use in the general
content area curriculum is neglected or grossly underdeveloped (Moursund,
1995).
Recent publications by educational associations are advocating for a more
meaningful use of technology in schools (ISTE, 2000). Educational technologists
are clearly describing what students should know and be able to do With
technology. They are advocating integrating computer skills into the content
areas, proclaiming that computer skills should not be taught in Isolation and that
separate "computer classes" do not really help students learn to apply computer
skills in meaningful ways. There is increasing recognition that the end result of
computer literacy is not knowing how to operate computers, but to use
technology as a tool for organization, communication, research, and problem
solving. This is an important shift in approach and emphasis.
Moving from teaching isolated technology skills to an integrated approach is an
important step tthat takes a great deal of planning and effort. Fortunately, we
have a model for doing so. Over the past 25 years library media professionals
have worked hard to move from teaching isolated "library skills” to teaching
integrated information on skills. “ they found that information skills can be
integrated effectively when the skill (1) directly relate to the content area
curriculum and to classroom assignments, and (2) are tied together in a logical
and systematic Information process model.
Schools seeking to move from isolated information technology skills instruction
will also need to focus on both of these requirements. Successful integrated
information skills programs are designed around collaborative projects only
planned and toughts by teacher and library and media professionals. Information
technology skills instruction can and should be imbedded in such a curriculum.
Library media specialist, computer teachersand classroom teachers need to work
together to develop units and lessons that will include both technology
skills,Information skills, and Content area curriculum outcomes.
A meaningful, unified information technology literacy curriculum must be more
than a "laundry list" of isolated skills such as knowing the parts of the computer
writing drafts and final products with a word processor and searching for
information using the world wide Web.
While these specific skills are important for students learn, the "laundry list"
approach does not provide an adequate model for students to transfer and apply
skills from situation to situation. These curricula address the "how" of computer
use, but rarely the "when" or "why," Students may learn isolated skills and tools,
but they would still lack an understanding of how those various skills fit together
to solve problems and complete tasks. Students need to be able to use
computers and other technologies flexibly, creatively and purposefully. All
learners should be able to recognize what they need to accomplish, determine
whether a computer will help them to do so, and then be able to use the
computer as part of the process of accomplishing their task. Individual computer
skills take on a new meaning when they are integrated within this type of
information problem-solving process, and students develop true “information
technology literacy' because they have genuinely applied various
informationtechnology skills as part of the learning process.
The curriculum outlined on pages 2-3 of this ERIC Digest, "Technology Skills for
Information Problem Solving," demonstrates how technology literacy skills can fit
within an information literacy skills context (American Association of School
Librarians, 1998). The baseline information literacy context is the big process
( see sidebar and Isenberg &berkowitz, 1998,1992,1999,2000). The various
technology skills are adapted from the international society for Technology in
Education’s national educational technology Standard for students (2000) and
expected to authentically demonstrate these basic computer skills before
graduation.
Some technology literacy competencies that may be relevant in some situations
include:
 knowing the basic operation technology and maintenance of equipments
 knowing how to use compute-assisted instructional programs
 having knowledge of the impact of technology on career, societyand
culture.
 computer programming.
Defining and describing technology skills is only a first step In assuring all our
children become proficient information and technology users. A teacher-
supported scope and sequence of skills and welldesigned projects, and effective
assessments are also critical. Equally essential is collaboration among
classroom teachers, teacher librarian and technology teacher in order to present
students with a unified integrated approach to ensure that all children master the
skills they will need to thrive in an information rich future.

TECHNOLOGY SKILLS FOR INFORRMATION PROBLEM SOLVING:

A Curriculum Based on the big6 skill approach (c) Michael B. Eisenber Doug
Johnson and Robert E. Berkowitz permission Is granted for educational use or
reprint of all or parts of this curriculum as long as the authers are properly and
prominently credited.

TASK DEFINATION:
The first part in the Information problem-solving Involves recognizing that an
information need exists, defining the problem. and identifying the types and
amount of Information needed. In terms of technology, students will be able to:
 Communicate with teachers regarding assignments, tasks, and information
problems using e-mail; online discussions (e.g., listservs, threaded Web-
based discussions, newsgroups); real- time communications (e.g., instant
messaging services, chat rooms, 'P telephony); desktop teleconferencing;
and groupware on the Internet, Intranets, and local area networks.
 Generate topics, define problems, and facilitate cooperative activities
among groups of students locally and globally using e-mail, online
discussions, real-time communications, desktop teleconferencing, and
groupware on the Internet and local area networks.
 Generate topics, define problems, and facilitate cooperative activities with
subject area experts locally and globally using e-mail, online discussions,
real-time communications,
 Define or refine the information problem using computerized graphic
organization, brainstorming or idea generating software. This includes
developing a research question or perspective on a topic.

INFORMATION SEEKING STRATEGIES:

Once the information problem has been formulated, teh students must consider
all possible Information sources and develop a plan for searching. Students will
be able to:
 Assess the value of various types of electronic resources for data
gathering, including databases, CD-ROM resources commercial and
internet online resources electronic reference works, community and
government information electronic resources. Identify and apply specific
criteria for evaluating computerized electronics resources.
  Identify and apply specific criteria for constructing meaningful original data
gathering tools such as online surveys, electronic interviews, or scientific
data gathering tools such as probes,meters and timers.
 Assess the value of e-mail, online discussions, real-time communication,
desktop teleconferencing, and groupwace on the internet and local areas
network as part of a research of the current literature or in relation to the
information task.
 Use a computer to generate modifiable flowcharts, time lines,
organizational charts, projects plans (such as Gantt chart),andcalender
which will help the student plan and organize complex or group information
problem-solving tasks.
 Use handheld device such as personal digital assistants (PDAs),
electronic slates or tablet PCs to track contacts and create to do lists and
schedules.

LOCATION AND ACCESS:

After students determine their priorities for information seeking, they must locate
information from a variety of resources and access specific Information found
within individual resources. Students will be able to:
 Locate and use appropriate computer resources and technologies
available within the school library media center, including those on the
library media center's local area network (e.g., online catalogs, periodical
Indexes, full-text sources, multimedia computer stations, CD-ROM
stations, online terminals, scanners, dlgltal cameras),
 Locate and use appropriate computer resources and technologies
available throughout the school including those available through Intranets
or local area networks (e.g„ full-text resources, CD-ROMs, productivity
software, scanners, digital cameras).
 Locate and use appropriate computer resources and technologies
available beyond the school through the Internet (e.g„ newsgroups,
listservs, WWW sites, ftp sites, online public access library catalogs,
commercial databases and online services, and other community,
academic, and government resources),
 know the roles and computer expertise of the people working int he
school library media center and elsewhere who might provide information
assistance.
 Use electronic reference materials (e,g electronic encyclopedia,
dictionaries, biographical reference sources, atlases, geographic
databanks thesaurl, almanacs, fact books) available through Internets or
local area networks, stands-alone workstations, commercial online
vendors, or the Internet.
 Use the Internet or commercial computer networks to contact experts and
help and referral services.
  Conduct self- initiated electronic surveys throuj email, news groups and
online data collection tools.
 Use organizational systems and tools specific to electronic information
sources that assist in finding specific and general information (e.g.,
indexes, tables of contents, user's instructions and manuals, legends,
boldface and Italics, graphic clues and icons, cross-references,
Booleanlogic strategies, time lines, hypertext links knowledge trees, URLs,
etc,) including the use of:
 Search tools and commands for stands alone, CD-ROMS,
networked or Web-based online databases and services;
 Search tools and command for searching the internet such as
search engine, meta search tools, bots directories jump pages and
specialized resources such as those that search the Invisible Web;
 Specialized sites and search tools commands the limit searches by
date, location, format, collection of evaluated sites or other criteria.

USE OF INFORMATION:
After finding potentially useful resources, students trust engage(read, view,listen
the information to determine its relevant and then extract the relevant information
students will be able to;
 Connect and operate the computer technology needed to access
information, and read the guides and manuals associated with such tasks.
 Know and be able to use the software and hardware needed to view,
download, decompress and open documents, files, and programs from
Internet sites and archives.
 Copy and paste Information from an electronic source into a personal
document complete with proper citation.
 Take notes and outline with a word processor, database, presentation or
similar productivity program.
 Record electronic sources of information and locations of those sources
order to properly cite and credit sources in footnotes, endnotes, and
bibliographies.
 Use electronic spreadsheets, databases, and statistical software to
process and analyze statistical data.
 analyze and filter electronic information in relation to the task , rejecting
information that is not relevant.
 Save and backup data gathered to secure location (floppy disks, personal
hard drive space, RW-CD, online storage , flash memory, etc.)

SYNTHESIS:
Students must organize and communicate the results of the Information problem-
solving effort. Students will be able to:
 Classify and group information using a world processor data base or
spread sheets
  Use word processing and desktop publishing software to create printed
documents applying keyboard skill equivalent to atleast twice the rate of
handwriting speed.
 Create and use computer-generated graphics and art in various print and
electronic presentations.
 Use electronic spreadsheet software to create original spreadsheets.
 Generate charts, tables and graphs using electronic spreadsheets and
other graphing programs.
 Use database software to create original database
 Use presentation software to create electronics slide shows and to
generate overhead transparencies and slides.
 Create and use projection devices to show hypermedia and multimedia
productions with digital video, audio and links to HTML documents or other
programs. Convert presentationsfor display as web pages.
 Create Web pages and sites using hyper text markup language (HTML) in
a text document or using web page creation tools and know the procedure
for having these pages loaded to a Web server.
 Use e-mail, ftp, groupware, and other telecommunications capabilities to
publish the results of the information problem-solving activity.
 Use specialized computer applications as appropriate for specific tasks,
e.g., music composition software, computer-assisted drawing and drafting
programs, mathematics modeling software, scientific measurement
instruments, etc.
 Properly cite and credit electronic sources (text, graphics, sound and
video) of information within the product as well as In footnotes, endnotes,
and bibliographies.

EVALUATION:
Evaluation focuses on how well the final product meets the original task
(effectiveness) and the process of how well students carried out the information
problem-solving process (efficiency). Students may evaluate their own work and
process or be evaluated by others (i.e., class mates teachers, library media staff
parents). Srudents will be able to:
 evaluate electronic presentation in term of the content and format and
design self-assessment tools to help them evaluate their own work for both
content and format.
 use spell and grammar checking capabilities of word processing and other
software to edit and revise their work.
 Apply legal principles and ethical conduct related to information
technology related to copyright and plagiarism.
 Understand and abide by telecomputing etiquette when using e-mail,
newsgroups, listservs and other Internet functions.
  Understand and abide by acceptable use policies and other school rules in
relation to use of the Internet and other electronical technologies.
 use e-mail, real-time communications (e.g., listservs, newsgroups, instant
messaging services, chat rooms, IP telephony) desktop teleconferencing,
and groupware on the Internet and local area networks to communicate
with teachers and other regardingstheir performance on assignments,
tasks and information problems.
 Thoughtfully reflect on the use of electronic resources and tools
throughout the process.

THE BIG 6 SKILLS APPROACH TO INFORMATION PROBLEM SOLVING:

The Big6 is an information literacy curriculum, an information problem-solving
process, and a set of skills which provide a strategy for effective and efficiently
meeting information needs.The Big6 Skills approach can be used whenever
students are in a situation, academic or personal, which requires information to
solve a problem, make a decision or complete a task.This model is transferrable
to school, personal, and work application as well as all content areas and the full
range of grade levels. When taughts collaborative with content area teachers In
concert with content-area objectives, it se es to ensure that students are
information literate.The Big6

 Task Definition
 Define the task (the Information problem).
 Identify Information needed in order to complete the task (to solve
the informationproblem).
 Information Seeking Strategies 2.1 Brainstorm all possible sources,
 Select the best sources.
 Location and Access
 Locate sources.
 Find information within the sources.
 Use of Information
 Engage in the source (read, hear, view, touch),
 Extract relevant information
 Synthesis
 Organize informatio from multiple sources
 Present the information
 Evaluation
 Judge the process (efficiency)
 Judge the product (effectiveness)
Q.3: Why Micro-teaching is Important for teacher training? How It helps to
improve the competencies of teachers, provide examples.

ANS: Micro-teaching is a teaching of one topic which should be taught within 5-

10 minutes to 5-8 students. Teaching in short period of time to less number of
students in simple and effective way, is microteaching.„ is a product of research
at Stanford university. It was first adopted in 1961 by Dwight W. Allen and his co-
workers. It implies micro-element that systematically attempts to simplify the
complexities of the teaching process.
Teaching is a complex process. It cannot mastered in a rigid and general
settings. So it is analysed into well-defined components that can be 24, taught
and evaluated.Micro-teaching concentrates on specific teaching behaviours and
provides opportunity for 24ehavior of the teacher and pupils is modified and the
teaching- learning process is more effective by the skill training.
Micro-teaching is a scale down sample of teaching . Just as a driver wilt not give
his first lesson to a learner on a highway, where there Is continuous flow to
traffic; so also a pupil-teacher should not be exposed to a real situation even in
the begning.
It provides teachers with practice for teaching in which the normal complexities
are reduced in terms of:
 Length of the lesson.
 Number of students
 Scope of the lesson
 Class time

Micro-teaching involves a programme of the following type;

 A particular skill is defined to students in terms of specific teaching
behaviours.
 The teacher-educator can be given a demonstration lesson where the
particular skill is employed.
 The pupil-teacher then pre-decided model on a suitable topic ralating to
the particular skill which he proposes to practice.
 The pupil-teacher teaches the lesson to a small group of pupils prefirebly
of peer group is a simulated condition. The supervisor or peer can observe
the lesson given by the trainees and can note down their observations in a
specially developed proforma.
 Feedback is provided immediately to the pupil-teacer by audiotape or
video-tape recorder.The student observes and analyses his lesson with
the help of the supervisor. The observationschedule maintained by the
college supervisor and peer group observers can provide useful
information for the feedback session. This session is sometimes called
•critique session. "
  In the light of the feedback and supervisor's comments, the pupil- teacher
re-plans or re- structures the same lesson or a different lesson in order to
use the skill more effectively.
 The revised lesson is re-taught to a different but comparable group of
pupils.
 The lesson is again observed and observations are noted in the
proformas. Feedback is again provided on the re-teach session. This step
is called the 're-feedback session'.
 The plan. teach, feed-back, re-plan, re-teach and re-feedback sessions
will constitute a single micro-teaching cycle. This cycle may be repeated
till adequate level of skill acquisition takes place.
Micro-teaching is a product of research at STartford University, It was first
adopted in 1961 by Dwight W. Allen and his co-workers.It implies micro-element
that systematically attempts to simplify the complexities of the teaching process.
Teaching is a complex process. It cannot be mastered In a rigid and general
settings. So it is analysed into well-defined components that can be
behaviortought and evaluated.Micro-teaching concentrates on specific teaching
behaviours and provides opportunity for behavioral teaching under controlled
conditions. Sp through micro teaching the 25ehavior of the teacher and pupil is
modified and the teaching-learnlng process is more effective by the skill training.
Micro-teaching is a scale down sample teaching, just as driver will not give his
first lesson to a learner on highway, where there is continuous flow to traffic so
alsoma pupil teacher should not be exposed to a real situation even in the
begning.
It provides teachers with practice for teaching in which the normal complexities
are reduced In terms of:
 Length of the lesson,
 Number of students
 Scope of the lesson
 Class time

Microteaching, an efficient technique for learning effective teaching "With the

proven successamong the novice and seniors, micro teaching helps to promote
real time teaching experiences. The core skills of microteaching such as
presentation and reinforcement skills help the novice teachers to learn the art of
teaching at ease and to the maximum extent. The impact of this techniques has
been widely seen in various forms of education such as health sciences life
sciences, and other areas.
Microteaching works as a focused instrument which helps to practice essential
teaching skills safely and effectively at any age. This paper describes
lcroteaching as an Efficient Learning Technique for Effective Teaching. Learning
is a change in behavior, which is brought about by activity, training, or
experiencing at any age. When the learner is more experienced, learning
becomes more effective. The most important quality of the participants of
microteaching sessions is the ability to give and receive constructive feedback
with an open mind and achieves appropriate teaching-learning goals. In addition,
it increases self-confidence of teacher In an atmosphere of friendliness and
equanimity."
In the original process, a teacher was asked to prepare a short lesson (usually
20 minutes) for a small group of learners who may not have been their own
students. This was then recorded on video. After the lesson, the teacher,
teaching colleagues, a master teacher and the students together viewed the
videotape and commented on what they saw happening, referencing the
teachers learning objectives. Seeing the video and getting comments from
colleagues and student provided teachers with in an often intense “under the
microscope” view of their teaching.
Teaching is Imparting knowledge or skill.Teaching is a socal act influence.
teaching Is the arrangement of contingencies of reinforcement under which
students learn. From the definitions of teaching it is evident that teaching is a
very complex activity, micro teaching is a teacher training techniques which helps
the teacher trainee to master the teaching skills. It requires the teacher trainee
following:
 to teach a single concept of content
 uslng a specified teaching skill for a short time

The art of teaching does not merely involve a simple transfer of knowledge from
one to other.Instead, it is a complex process that facilitates and influences the
process of earning. Quality of a teacher is estimated on how much the students
understand from his/herteaching.Theclassrooms cannot be used as a learning
platform for acquiring primary teaching skills. Training of medical teachers in
specific teaching skills is a major challenge In medical education programs. The
pedagogic skill for teaching can be acquired only through more structured and
cheaper faculty training techniques. With the introduction of microteaching about
five decades ago, the lacunae of scientifically proven or effective methods to be
followed in teacher training programs has been overcome. The aim of this article
is to emphasize the needs for using micro teaching techniques more frequently
and efficiently with minimum available facilities. A systematic literature search
or research articles and reviews was undertaken from various educational
databases.from the reference lists of published articles, books available were
also reviewed.

Microteaching:
Definition and basic concepts:
Microteaching is a teacher 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. This Stanford technique involved the
steps of "plan, teach, observe, re-plan. re-teach and re-observe" and has
evolved as the core component in 91% of on-campus clinical teaching
development programs. with the significant reduction in the teaching complexities
with respect to number of students in a class, scope of content, and timeframe,
etc. Most of the pre-service teacher education programs widely use
microteaching, and it is a proven method to attain gross improvement in the
instructional experiences.Effective student teaching should be the prime quality
of a teacher. As an innovative method of equipping teachers to be effective, skills
and practices of microteaching have been implemented.

Efficient technique and effective teaching:

Microteaching can be practiced with a very small lesson or a single concept and
a less number of students. It scales down the complexities of real teaching, as
immediate feedback can be sought after each practice session. The modern-day
multimedia equipment such as audio-video recording devices have a key role in
learning process.Observing a fellow teacher and usinge a trial-and-error in own
teaching sessions are very common way of self-training. But both of them have
their own demands. On the other hand, microteaching helps in eliminating errors
and built stronger teaching skill for beginners and senior teachers.

Core skills applicable in clinical teaching:

The core techniques involved with microteaching are based on the fact that
teaching can be analyzed and estimated using various simple teaching
tasks/skils, which are set of behaviour or act of teacher that facilitates learing.
During the origin of microteaching, almost 20 teaching skills have been identified.
But it is now 37 or even more. List below are some of the important teaching
skills.
Lesson planning:
It involves the preparation ofva micro-lesson which should be organized in a
logical sequence. The contents should be concise and relevant and could cover
specific duration.
Presentation &explaination:
This involves the skill required to explain with clarity and proper understanding of
the concepts. The components include teacher enthusias , creating readiness by
a beginning statement or topic sentence, effective explanation, planned
repetition, and concluding statements or key messages with summary of
explanation.
Illustrating with examples:
The teacher trainee should be able to rightly explain the concept by simple,
relevant, and Interesting examples to increase learners' understanding.
Reinforcement:
This skill is meant for increasing the participation of the learners in the
development of teaching process. use of positive verbal and non-verbal cues
would be key component for this skill.
Stimulus Variation:
Securing and sustaining the attention of the learner Is imperative for a good
teacher. The effective components of the skill are gestures change in speech
pattern, and change in interaction style.
Probing questions:
It is important to allow and encourage the fellow trainees to ask structured questions
and clarify doubts. Redirection, and awareness are significant components of this
skill.
Classroom Management:
providing proper instructions, restricting inappropritebehavior, and calling the
learners by name are essentials of this skill.

The videodisc Instructional package may have significant impact on trainee teachers'
performance in the demonstration of microteaching skills in the class. The 22
videotapes of microteaching recorded in a study signified the Importance of how to
frame the task andnegotiate the roles of teacher,

IMPPACT OF MICROTEACHING:
Merits & Demerits:
A case studt on microteaching technique reported that the pre-and post-lesson plans
had successfully demonstrated growth in teachers' knowledge onteaching. The
"teach, critique, re-teach" model in a dental educationprogram
identifiedmicroteaching as a technique for personalitydevelopment and confidence-
building of health professionals.Heyroth describes microteachingas a "scaled-down
teaching encounter designed to develop new skills and refine old ones." In spite of
experiencing anxiety, microteaching has evolved as the proven technique in nurse
education. Apart from increasing the teaching performances of 57 nursing students,
the microteaching had proven to be effective in the retention of the learned
behaviors, even 5 months after course completion. Dietetic students had reportedly
high confidence levels after an intensive workshop based on microteaching
technique Another study determined the Impact of a microteaching experience on
development of performance-based skills at a pharmacy college. A microteaching
activity incorporated within a professional development seminar series was proved to
be an effective method to enhance and develop communication, problem-solving,
and critical-thinking skill in pharmacy students. Microteaching helps not only in
developing skills of the novice teacher but also in comparing the effectiveness of
variation of one microteaching with another.
The other key benifits are:
Transformation of difficult topics into learnable units, usage of advance organizers,
Integration of the lecture with applications on topics, and usage of proper questions
and pauses. The role of health educators can thus be effectively satisfied by
practicing microteaching techniques.
The utilization of expanded microteaching activities in a mathematics teaching
practical course significantly reduced the levels of anxiety.Behaviorist phenomenon
of microteaching through a Neo-Vygotskian theoretical lens, employing a case study
of two groups of prospective teachers being coached by a professor a
clinicalinstructor was shown by VareJonatha.
The other limitations of microteaching include the following: No emphasis on
contents, skill dependency, and administrative/logistic problems when the class size
Is large. This can be minimized by Implementing the activities at the departmental
level in several sequences.
Extensive training programs are possible when the teachers are well equipped with
core skills. These programs can then be effectively utilized for learning of new skills
and strengthening and elaboration of existing skills. Hence, a better understanding of
the complexities of the teaching process by the faculty is more important.
In India, microteaching technique is under-estimated and under-utilized for various
reasons. Practiclng the economical, simpler methods of microteaching would help
develop better teachers for the country.[ Microteaching works as a focused
Instrument which helps to practice essential teaching skills safely and effectively at
any age. This paper describes microteaching as an Efficient Learning Technique for
Effective Teaching, Learning is a change behaviour, which is brought about by
activity at any age. When the learner is more experienced, learning become more
effective. The most important quality is to give and receive constructive feedback
with an open mind of learing. In addition, it Increases self-confidence of a teacher in
friendly atmosphere.

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

ANS: Teacher Education Programs at Pakistan:

Primary School Teachers:
Teacher training at the post secondary level takes place in Regional Institutes
ofTeacher Education (RITE), and at the Allama Iqbal Open university Islamabad for
a one-year program known as the Primary Teaching Certificate. In addition,
prospective teachers are also prepared at the private sector.

Secondary School Teachers:

Government training institutes and private sector train teachers for the secondary
school level. Certificate are awarded after one after passing exams of higher
secondary shool certificate.

Teacher Education at University:

The prospective teachers aspiring to teach at the higher secondary school level
study for one year at the Education Colleges for the Bachelor of Education (8.Ed.)
degree, after two-year bachelor’s of Arts of Science education. Techer holding B.Ed
degree are eligible to teach in university.

Policy Priorities for Teacher Education:

All the National Education Policies of Pakistan have accorded great importance to
teacher education. The 1959 Commission on National Education stressed upon the
necessity of adequate pre service teacher education gave recommendations about
functions of teachers in a university and about selection and promotion of teachers.
It recommended the introduction of education subject at secondary, higher
secondary and Degree level and students quallfying these subjects were suggested
to be taken as primary, middle and higher level teachers.
The outdated nature of the teacher training cours was admitted, and their revision
was recommended, along with this preparation of model standard textbooks for
teacher trainees Were advised.
The National Education policy 1979 had vividly valued the significant role of teachers
in the effective implementation of the education policies- It was asserted that teacher
is the pivot of the entire educational system. In order to promote pre-service teacher
education, all the Primary Teacher Training Institutions were planned to be upgraded
to Colleges of Elementary Education. An Academy of Higher Education was
approved to be established to provide in-service and pre-service training to the
College and university teachers. Another Academy for Educational Planning and
Management was also established to provide opportunities of training to
administrators and supervisors working at different levels of the educational system.
This National Education Policy envisaged that every teacher would be expected to
under-go one in-service course during five year cycle of service. A national award is
also given by president of Pakistan to 10 teachers.
The Sixth five Year plan marked sixty million rupees for the teacher education
programs to establish additional primary and secondary teacher training institutes
and to enhance the training capaclty of the existing primary and secondary teacher
training Institutions & universities.
The incremental allocation, as given in the following table reflected the increased
importance accorded to teacher education.
Table: The Sixth Five Year Plan's (1983-88) Allocations for Teacher Education
Year RecurringExpenditure Developmental Expenditure (in million rupees)
• 1983-84 / 12 16
• 1984-85 / 14 20
• 1985-86 / 18 27
• 1986-87 / 20 32
• 1987-88 / 24 38
Total / 88 133
The Seventh Five-year plan (1988-93) identified a number of shortcoming in the
teacher training program. It was proposed to improve the efficiency of teachers by
gradually raising the minimum qualification, revitalizing the teacher training
programmes, continuous in-service education and providing better career proposals
to teachers. The Ninth Five-year Plan focused upon the strengthening of one
hundred and twenty then available teacher training institutes. The high priority
attached to the promotion and facilitation of teacher education as envisaged in the
above mentioned policies and plans spoke of the importance accorded to teacher
education by all the governments of Pakistan.
Entry Qualification:
The requisite entry qualifications into the teaching profession at different levels are
as follows:
• Primary Level (I-V) : Matriculation + one year teaching certificate (PTC)
• Middle Level (VI-Vlll) : Intermediate + one year teaching certificate (CT)
• Secondary Level (IX-X) : B.A/B.Sc +one year bachelor of Edu. Degree
course/BEd

Non Formal Teacher Education:

Allama Iqbal Open University is offering non formal teacher training course for both
male and female students. These programs are substantially contributing to
provision of trainee teachers.

Teacher traning and curriculum in Pakistan:

Teachers' professional education is viewed as one of the most important factors in
Improving student learing.The history of teacher education in Pakistan starts with the
establishment of the country. However. this area has been facing various challenges
such as lack of consistent policy, Inconsistency in curriculum, lack of quality
teachers, low quality of teaching process, lack of standard, etc. Today a large no of
public and private institutes are preparing school teachers.
Historically, different reforms have been brought improve the condition of teacher
education in the country. Currently this program is running via government of
Pakistan and USAID. This reform is attempted in order to improve the quality of
teache education by Including different innovations.
In this regard. a new curriculum has been developed for pre-service programmes
such as a two-year Associate Degree in Education (ADE) and a four-year Bed
(Hons). Effort has been made to design the curriculum keeping in view the modern
educational principle along with the contextual relevancy. These programmes are
gradually replacing the previous pre-service and in-service programmes such as
Primary Teacher Certificate (PTC), Certificate in Teaching (CT) and the one-year Ed
programme. In addition, an effort is being made for the accreditation and
standardization of teacher training institutions through this initiative. The ADE and
Bed programme has been initiated in some colleges and will be gradually
Implemented in remaining colleges throughout the country in the coming years. In
addition, to attract the best mind towards the teaching profession a stipend is also
offered to student-teachers for providing them financial support.
The significance of such educational innovation cannot be overlooked for
improvement of teacher education in the countery. however, there are areas that
need serious considerations for the effectiveness and sustainability of the new
reform innitiatives.
Firstly, the new develop curriculum is based on the modern principles. Teachers are
provided a course outline with the expectation that they will explore the teching
learning material for classroom instructions. However, it was observed that some of
the teachers are struggling with Identifying teaching resources due the unavailability
of the reference books and lack of Internet facility in their colleges/institutions. This
situation may affect the teaching- learning process of the ADE course. Hence there
is a need to provide the reference books and Internet facility to the faculty members
in order to make the teaching learning process smooth.
Second, Internet is considered as one of the important sources for identifying
teaching- learning material. However, it was observed that some of the faculty
members are not literate in computers and Internet. So they are facing challenges in
accessing the teaching-learning resources that are available on the Internet or in soft
version. Therefore, the faculty members of colleges need to be helped in acquiring
workable computer and internet skills.
Third, the new curriculum demand new teaching strategies such as collaborative ,
inquiry and activity-based teaching approaches. However a majority of the faculty in
the teacher institution are not oriented with the teaching strategies demanded by the
ADE and Bed programme. Therefore, the professional development of the faculty at
teacher training
Institutions should be given priority along the curriculum development.
Furthermore, there is a sense of uncertainity about the sutainability of the new
initiatives after completion of the pre STEP project. Many educational initiatives in
the past died away with the closure of the projects. Therforether is a dire need to
develop a clear road map for the
continuity and sustainability of reforms.
It was also observed that some school teachers are being deputed in teacher
education colleges due to lack of adequate number of teachers in there. Due to the
different approach of pedagogy and andragogy, these teachers treat the prospective
teacher like children, which demotlvates them. Thus when the school teachers are
deputed In colleges they should be oriented with the andragogy ofteaching an adult.
Finally, a sense of insecurity can be observed among the student-teachers about
their job prospects after the completion of their ADE or Bed honours. How will they
stand apart from the teacher who has done one year Bed and other courses, is a
question to ponder upon. A clear policy is required aboutJob opportunities for the
prospective teachers so that they can
focus their studies.
These Issues need to be addressed in order to sustain and maintain the quality of
the new on will, of course, be helpful in transforming
reforms. A vigilant plan and sincere Implementations will ofcourse be helpful in
transforming the teacher education practices in the country.
In short, the Importance of quality teacher education cannot be overlooked for
improving the quality of teaching-learning in the school.The new educational
innovations will definetly lead to improve teacher education practice in Pakistan.
However, there is a dire need to look reflectively at how to sustain the initiatives and
make it productive.

United Kingdom:
In February 1997 the Teacher Training Agency (TTA)produced proposals for a
Training Curriculum and Standards for New Teachers. These proposals set out a
new specification of the Standards requires foe the award of qualified teacher status,
divisions to intake requirements and and initial teacher training ITT. National
curricula for primary English and Mathematics.the proposal were revised following
consultation and published by DFEE in
July 1997 as Circular 10/97, Teaching: High Status, High Standards. These are
being progressively implemented from the 1997/98 academic year onwards. The
English and Mathematics. National Curricula for Primary subjects specialism. Anthea
millet, chief Executive of the TTA, writing to ITT providers about outcomes of the
consultation and circulating the final versions of the papers, described the ITT are
the main focus of this paper alongwith the change in expectations for primary
subjects specialism, anthea millet chief executive of the TTa writing to ITt providers
about the outcomes of the consultation and circulating the final version of the
papers,describe the ITT national curricula as; the curricula are not intended to cover
everything a trainee needs to be taught and need to be read in conjection with the
QTS atandards. Tta letter to ITT providers -26 june 1997). The letter went on to note
future development of curricula for secondary core subjects, primary sciences and
for information technology, anthea millet explained that TTA saw the curricula and
standards playing a key role in clarifying expectations for QTS and “ improving the
public perception of teaching as a professional”. The potential development of a
national curriculum for ITT was seen by Ivan reid). As describe in view of the
complexity of the system that he saw developing in re onse to national requirements
to develop partnerships in ITT. However, the complexities that he referred to
predominantly related to the allocation of responsibilities, and Issues of quality and
consistency of training, not content of the programmes. Reid questioned what, if
anything, was wrong with existing provision which, when the TTA was established, it
needed to fix. He noted favourable Judgements from a range of contexts, Including
HMI, that suggested the quality of NQTs in the late 1980s and early 1990s was
good. Parallels with the Development of a National Curriculum for Schools These are
some parallels to be drawn with the impact on schools of the National Curriculum
established under the Education Reform Act in 1988. During the 1980s HMI
produced the Curriculum Matters series which formed the basis for many schools to
review their curricula and to bring a more rigorous approach to planning, teaching
and assessment. Eric Bolton, the Senior Chief Inspector in 1985, wrote in the
preface to Curriculum Matters 3,
Mathematics from 5 to 16: It [Curriculum matters] sets out a framework within which
each school might develop a mathematics prograamme appropriate to its own pupils.
The document focuses on the aims and objectives for the teaching of mathematics
between the ages of 5 and 16 and considers the implication for the choice of content
for the teaching approaches. And for the assessment of pupils progress. The
National Curriculum for schools overturned much school based curriculum
development. The National Curriculum and its assessment was subject to a series of
revisions to take account of difficulties in practice over the following six years.
Teachers expressed frustration and a sense f lost of control and ownership of the
curriculum.they saw little opportunity for them to engage in a “professional dialogue”
about the changes that were needed and how best they could be implemented.
Curriculum for ITT may have a similar impact on training partnerships. Changes in
Initial Teacher Educatio and Training in ITT over the past four years there have been
two keys pressures for change, the first the implementation of DEF circular(9/92) and
14/93 with their requirements that ITT providers work in partnership with schools, the
second the OFSTED inspection arrangements for ITT. The Circulars made e
pectations of Newly Qualified Teachers (NQTs) much more explicit, but their greatest
Impact was to encourage courses to reflect, more closely, practice In schools
through joint planning, teaching, assessment and evaluation based on partnerships
between HEIS and schools. Reid et al (J994) saw partnershipdevelopment as
causing substantial additional work and suggested that it would be likely to
38racticing38 teacher education in the United Kingdom and could detrimentally affect
teacher supply and quality. A prophetic remark in relation to secondary teacher
education. In the best examples changes arising from ITT partnerships have
generated a synthesis of theory, practice and research from schools and HE's to the
mutual benefit of all partners; resulting In increased standards of teaching and
learning for pupils, professional development for teachers and tutors as well as high
quality initial training and education of students: Training sessions In
schools and HEIS are often good. Most extend students' understanding of good
classroom practices. The best are well prepared, informative and challenging,
relating work to the students work in the classroom. Annual report of her majesty”s
chief inspecter of schools 1994/95, HMSO1996) however ensuring consistency of
training provision and assessment standards within and between school has been a
substancial challenge for HEIS which in turn has increased costs and pressure on all
providers. The second pressure for change was the primary (1995) and secondary
(1994) of sted working papers for Inspection which many ITT providers used
asframework for evaluation and development, in much the same way as schools
used the OFSTED school inspection framework. These Papers included the basis for
a curriculum for ITT as well as covering the assessment of students and the quality
of partnership. They had empty place on course, development through, for example
in the primary working papers “introductory” intermediate and specialists level of
subject knowledgeand skills, which proved helpful in ensuring consistency between
courses, and 38racticlng38ng expectations. Many ITT providers used the
expectations and competences set out in the Circulars and the Working Papers as a
basis to review practice and curricula. The improvements that these changes
brought about affected secondary NQTs from 1994 and primary postgraduate Ts
alifylng from 1995 onwards. However primary postgraduate NQTs qualifying from
1995 onwards. However primary undergraduate courses are only now producing
NQTs from who followed courses which met the requirements of Circular 14/93.there
is a danger that achievements gained may be undermined by the introduction of
national curriculumforITTwhich requires further changes and course amendments
without evaluating the impact of 14/93. A concern expressed by teacher and tutors
the danger of ossification that can arise from a tightly defined curriculum. The TTA is
comitted to making teaching a more research based profession. The findings of
research should continue tp impact on all aspects of teacher training and
education.the advantage of a competences, or standards based definition of the
requirements of NQTs to achieve QTS is that the associated curricula could continue
to be responsive to research, evaluation and development b th locally and nationally.
It Is surprising
that the proposals make little reference to the research base upon which they are
predicated. For example the proposals do not address the problem described by
Bramald et al (1994) where, without opportunities for students to critically examine
their beliefs and practice, they are likely to adopt practices they remember
experiencing themselves which can reinforce potentially poor models of teaching and
learning. Bramald et al argue tha recent developments in ITT, have led to a
narrowing of experience and opportunities for professional development. The
National Curricula for ITT may further limit and narrow these experiences In relation
to holding a professional dialogue about the nature of effective teaching and
learning.
Michael Eraut's (1994) research 39racticing the problem of trainees and newly
qualified professionals who adopt coping strategies which relegate valid theoretical
ideas to 'storage' and are then not able to return to them. He suggested a key part of
the development of professional knowledge Is the continued 39recticing and
evaluation of past and current practice to offer a critical analysis and identify
Implications for future action, including "knowledge of alternative courses of action’.
He cited lanier who saw the need to do this review continually in relation ( to formal
and practicalknowledge). A key driving force behind much of the TTA's reforms of
ITT has been a concerned wit h subject knowledge and Interest in increasing the
preparation of subject specialists for primary schools. Consideration of the
advertisement in the Times educational supplements show few primary schools
moving to a predominantly subject lead curriculum and teaching model, most
continue to require teachers who are able to cover the full curriculum. The National
Commission for Education report (1996) on schools who are successful despite the
context includes four primary examples. None of these outstanding schools adopted
a subject specialist teaching approach rather they used geenralists teachers,
supported by effective knowledgeable, curriculum leaders and school managers. The
1995 OFSTED report on the teaching of English identifies the Importance of the
effective management of the subject In schools for raising standards and the role
that subject coordinators can play in this process. The report also notes that early
setting, often associated with subject specialist teaching, at Key Stage 3 led to a
predominance of boys in lower sets. If subject specialist teaching and sitting extend
to key stage 2 this possibility needs careful monitoring. The TTA model for primary
education set out in circular 10/97 may therefore notreflect what is required by
primary schools , or even what is necessary to offer quality. Alexander in 1992,
noted the tensions facing primary teachers trying to cover the full curriculum. He
used the profession and policy makers not to adopt a quick fix solution to the
problems that his research had identified: Yet all we have so far is a sense that the
generalist model of primary school staffing has reached its limits; the alternatives are
neither clear not proven. Certainly it would be a grave mistake to replace one
monolithic model by another. Alexander suggested that what is needed is a
combination of generalist and specialist teaching, led a sufficiently generous staffing
model, to allow schools to take account of need and circumstances, investigated
through a formal enquiry. It is disappointing that this has not been a task undertaken
by the TTA prior to making such fundamental changes to ITT requirements and
developing the National professional qualification framework. Eraut proposed that
the methodology, for determining the standards and professional judgements that
are established, needs to be made explicit by policy makers and others, to avoid
them being seen as "arbitrary or ill-informed" (Eraut, 1994, p. 212).
Higher standards of subject knowledge of themselves are not associated with better
teaching. Sands & Bishop's (1994) research into withdrawals from secondary PGCE
courses showed that it was an over-simplification to suggest that subject expertise
determines teacher effectiveness. Problems arose from the intensity and complexity
of coping with school and classroom settings. They note Lawlor's criticism of PGCE
secondary courses as failing to give sufficient attention to subject knowledge, which
she suggested was at the heart of effective teaching, but their research suggested
this was an inappropriate analysis of the reality of teaching effectiveness. Good
subject knowledge is a necessary requirement but is not to itself sufficient, to make
an effective teacher. The implications and impct of the national curricula for lTT The
ITT National curricula for primary English and primary Mathematics s the et out
knowledge and understanding which trainees are required to demonstrate by the end
of the course.In determining students own knowledge of these two subjects , teacher
education in HEis and schools needs to take into account the skills and the
understanding necessary to interpret and apply knowledge in a variety of contexts.
Constable & Norton (1994) refer to this problem in relation to how students are
helped to practice their own knowledge so that it can
be taught, and this is a complex and demanding process that id not necessarily
straightforward. A definition of professional subject knowledge for English and
mathematics is needed which takes account of these pedagogic issues. Eraut (1994)
refers to the need for dialogue to develop professional knowledge. He suggests that
a key role for partnership is In
undertaking collaborative research, joint seminars around real topics of concern and
jointly planned continuing professional education to develop this professional
knowledge. The ITT National Curricula set out knowledge and understanding
required by trainees to secure pupils' progress in English and Mathematics. The
definaation of the essential core of knowledge , skills and methods given for English
id closely allied to particular method of teaching reading and is partial in its coverage
of the range of topics in the English National curriculum for schools. This is likely to
skew the ITT curriculum offered and assessed in the future by OFSTED ITT
inspectors, which in turn wilI impact on the curriculum and teaching methods offered
In schools. In establishing what is required for the effective teaching of methamatics
and in particular numeracy, there is a sistantial emphasis on mathematical
knowledge with less consideration of the application of number, analysis of problems
and developing knowledge,
understanding and transferable use of number bonds nd tables in problem solving
activities. This will in turn impact on school practice. The curricula set out effective
teaching and assessment methods in English and Mathematics, yet there is a need
to continue to research effective teaching methods in English, especially in reading,
and in Mathematics; and the National curricula for ITT should allow sufficient
flexibility to take account of emerging research evidence. The OFSTEO primary
Working Papers' definition of levels of subject knowledge proved helpful In guiding
curriculum development and assessment for many ITT providers in Implementing the
requirements of 14/93. These definitions referred to the ability "to think critically
about the nature of the subject; initiative and sustain independent study in the
subject" (OFSTED, 1995, p. 15). These expectations contrast sharply with the
National Curriculum for ITT that sets expectations for specialist subject knowledge in
relation to content covered at Key Stages 1 and 2 to a standard equivalent to A level,
This is a substantial reduction of expectations from previous development in primary
ITT to study subjects, as well as primary teaching, to degree level which has been
progressively introduced since the early 1980s.in practice there for the
implementation of the national curricula for ITT and the associated Standards may
lower the levels of specialists subject knowledge of those achieving primary QTS
and delayue the importance of the ability to analyse and understand their subjects.
This may mean NQTs are unable to fulfill the role of the professional teacher, who is
able to indicate the implications of the option of certain interpretations of the nature
of the subject curriculum that is offered to pupils (Kelly &Blenkin, 1993). The
Standards allow primary courses to offer some non-core, non-specialist, National
Curriculum school subjects at a lower level study. This is a cause for concern
because it is the foundation subjects which are likely to be delivered in the way. The
evidence that campbell (1993) and Alexander (1992)cite of weaknesses of NQTs to
teach and assess many foundation subjects suggest these are the ones which need
a greater emphasis, not a reduction In the minimum acceptable level of study. The
Development of Standards of QTS It was apparent from the assessment of student
using circular 9/92 and 14/93, that the definitions of competence had some limitation
and needed some revision. The revision of the expectations
for QTS Into the Standards is therefore helpful. However, they set extremely high
expectations which able practicising teachers in partnership meetings are
expressing anxiety as to whether they themselves could meet on a continuous basic
curricula 9/92 and 14/93 allowed providers' individual ITT curricula to reflect a
variety of approaches that were responsive to local educational contexts, emerging
research findings (which are increasingly collaborative undertaking between schools
and HEIs), different different and evolving models of partnership, development in
schools national curriculum and assessment demands and the needs and
abilities of participating students. From this approach students could be
challenged .To reach the highest standards and not limited by a need to meet
curriculum requirements which may be inappropriate to local or Individual
circumstances. e TTA's commitment to a diversity of training routes means that the
flexible and responsive approach to curriculum development is Very Important In
getting the best from students in different training contexts and programmes, The
specification of National Curricula for ITT may restrict training from taking account of
local contexts. For example, in regions where there are a majority of small schools,
NQTs are expected to be able to cover effectively and confidently the full primary
curriculum,their training curriculum needs to be able to reflect this emphasis. The
development of partnership with schools in the provision of ITT at Its best leads to
shared training curriculum
development to meet schools' needs, as well as draw on the strengths of schools
and HEI partners. The development of National curricula for ITT tend to negate much
of this partnership dialogue and development at a professional level to little more
than a consideration of how to teach and assess what has to be covered. Training
partnerships ought to have responsibility for curriculum development to meet the
common national standards. A greater concern from TTA and COED the
achievement of the defined standards by NQTs, allowing provider partnership to
determine the best curriculum to meet these, maygive a more effective and efficient
approach in terms of financial costs and professional development for all concerned.

Q.5:Explain the process of establishing partnerships among the teacher training

institutions in Pakistan ?
ANS: Teacher Education has been transforming throughout the world to cater to the
emerging needs of quality education. Significant developments have taken place
nationally and internationally in political ecnomic and cultural fields, influenting
education in general and teacher education in particular. The quality of education
depends to a great extend on the quality of teachers. And the quality of teachers
depends on the way they are educated and trained. Pakistan has a vast education
sector and a huge teaching force but teacher education In the country has not been
keeping pace with modernization and development globalfy. Teacher education
curricula, dissemination evaluation and implementation revolved around traditional
models for decades. However, there has been a growing realization to reform the
teacher education system lately, the education policy (2009) of Pakistan indicates
such realization on the part of the stakeholders. This chapter reports on an
important teacher education reform program, which is based on collaboration
betweenthe government of Pakistan and the USAID. The teacher education project
(TEP) assisted by USAID, is areform initiative and aimed a restructuring and
modernizing teacher education in Pakistan. This chapter alms to provide insights into
the objectives, importance and achievements of the project in terms of shaping the
future direction of teacher education in Pakistan. It reports on the substantial
structural and policy changes that took place in teacher education under the project.
Possible challenges in the way of useful implementation and sustainability of this and
similar education reform initiatives In Pakistan.

Importance of Teacher Education:

Teachers' professional education is viewed as one of the most important factors In
Improving students' learning. Keeping this in view many developed and less
developed countries pay significant attention to improve the practices of teacher
education. In order to develop capable teachers they make Conscious efforts to
establish and maintain quality teacher education institutions. The history of teacher
education in Pakistan starts with the establishment of the country. However, this
area has been facing various challenges such as lack of consistent policy,
inconsistency in curriculum, low resources, lack of quality teachers, low quality of
teaching process, lack of standard, etc. Today, a range of public and private
Institutions are engaged in preparing school teachers. In Pakistan, like many other
countries, public institutions are the main source for developing teachers through pre
service an in_service programmes. However many studies have raised the question
on the quality and delivery mechanism of the institution while forwarding
recommendations for improvement.
Historically, dfferent reforms have been brought to improve the condition of teacher
education in the country. Currently teacher education in Pakistan is passing through
a transition as an innovation has been initiated by the Government of Pakistan with
the support of USAID through their pre-service teachers Education Programmes
(STEP) project.This reform Is attempted in order to improve the quality of teachers
education by including different innovations.

Pre service curriculum:

In this regard, a new curriculum has been developed for pre- service programmes
such as a two-year Associate Degree In Education (ADE) and a four-year Bed
(Hons). Effort has been made to design the curriculum keeping in view the modern
educational principle along with the contextual relevancy. These programmes are
gradually replacing the previous pre-service and in-service programmes such as
primary Teacher Certificate (PTC), certificate in teaching (CT) and the one-year Ed
programme. In addition an effort is being made for the accredition and
standardization of teacher training institutions through this initiative.
The ADE and B.ed programmes has been initiated in some colleges and will be
gradually implemented in remaining colleges throughout the country in the coming
years. In addition, to attract the best mind towards the teaching profession a stipend
is also offred to students teachers for providing them financial support.
The significan of such educational innovation cannot be overlooked for improvement
of teacher education in the country. However, there are areas that need serious
consideration for the effectiveness and sustainability of the new reform initiatives.
Firstly, the new developed curriculum is based on the odern educational principles.
Teachers are provided a course outline with the expectation that they will explore the
teaching learning material for classroom instructions. However, it was observed that
some of the teachers are struggling with identifying teaching resources due to the
unavailability of the reference books and lack of Internet facility in their
colleges/institutions. This situation may affect the teaching- learning process ofthe
ADE courses. Hence there is a need to provide the reference books and Internet
facility to the faculty members in order to make the teaching-learning process
smooth.
Second, Internet is considered as one of the important sources for identifying
teaching- learning material. However, it was observed that some of the faculty
members are not literate In computers and Internet. So they are facing challenges in
accessing the teaching-learning resources that are available on the Internet or in soft
version. Therefore, the faculty members of colleges need to be helped in acquiring
workable computer and Internet skills.

Curriculum equip with teaching startegies:

Third, the new curriculum demands new teachingstrategies such as collaborative,
inquiry and activity-based teaching approach. However, a majority of the faculty in
the teacher institutions are not oriented with the teaching strategies demanded by
the ADE and b,ed programme.
Therefore, the professional development of the faculity at teacher training institution
should be given priority along with the curriculum development.
Furthermore, there Is a sense of uncertainty about the sustalnability of the new
initiatives after completion of the pre STEP project. Many educational initiative in the
past died away with closure of the projects. Therefore there is a dire need to develop
a clear road map for the
continuity and sustainability of reforms.
It was also observed that some school teachers are being deputed in teacher
education colleges due to lack of adequate number of teachers in there. Due to the
different approach of pedagogy and andragogy, these teachers treat the prospective
teacher like children, which demotivates them. Thus when the school teachers are
deputed in colleges they should be oriented with the andragogy oo teaching an
adult.Finally, a sense of insecurity can be observed among the students- teachers
about their job prospects after the completion of their ADE or B.ed honours. How will
they stand apart from the teacher who has done one year B.ed and other courses, is
a question to ponder upon.A clear policy is required about job opportunities fir the
prospective teachers so that they can focus their studies.
These issues need to be addressed in order to sustain and maintain the quality of
the new reforms. A vigilant plan and sincere implementation will, ofcourse be helpful
in transforming the teacher education practices in the country.
In short, the importance of quality teacher education nnot be overlooked for
improving the quality of teaching-learning in the school. The new educational
innovation will, definitely, lead to improve teacher education practices in Pakistan.
However, there is a dire need to look reflectively at how to sustain the initiatives and
make it productive.