Evaluative Study Of M.A. Education Programmes Of Teacher Education At Higher Education Level In Pakistan

2011 ◽  
Vol 3 (12) ◽  
pp. 29
Author(s):  
Jabeen Fatima ◽  
Muhammad Naseer Ud Din
Keyword(s):  
Teacher Education ◽  
Public Sector ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Research Work ◽  
Education Programme ◽  
Practice Research ◽  
Colleges Of Education ◽  
Post Graduate ◽  
Master Degree

The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher’s training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators.  The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and government colleges where the Master degree of Education (MA Education) programme was offered.  The sample of 20 heads of public sector universities and government colleges of education, 56 teacher educators of 10 public sector universities and 10 government colleges of education, and 200 prospective teachers enrolled in public sector universities and government colleges of education departments, where the Master degree of Education (M.A./M.Ed.) was offered in Pakistan, was selected through cluster random sampling.  For the collection of data, three questionnaires - one each for heads of institutions, teacher educators and prospective teachers - were developed. For analysis, chi-square as the contingency test, was applied for identifying the trends from the frequency of responses of each questionnaire item. It was concluded that the teaching faculty of the MA education programme was using a variety of teaching methods according to the nature of objectives, content and students. Evaluation systems for students of the MA education programme were found satisfactory. It is recommended that required changes be introduced in admission criteria, curriculum, duration of degree programme, teaching-practice, research work, rewards and incentives of existing MA Education Programme in Pakistan.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

Curriculum of Teacher Education Programme: What Do Teacher Educators Say?

2021 ◽  
pp. 225-234
Author(s):  
Indrajeet Dutta ◽  
Sonal Chabra ◽  
Vanita Chopra
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Attitude Scale ◽  
Colleges Of Education ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
University Departments ◽  
New Vision

India has one of the largest systems of teacher education in the world. Besides the university departments of education and their affiliated colleges, government and government aided institutions; private and self-financing colleges and open universities are also engaged in teacher education. Though most teacher education programmes are nearly identical yet their standards vary across institutions and universities. However, teacher education curriculum across the country has been blamed for ineptitude and needs urgent reforms. Teacher educators are a pivotal point of this programme and their opinion regarding the curriculum is very important. Keeping the above in mind, the present study aimed to find out the attitude of teacher educators towards existing teacher education curriculum and the needed renewal in teacher education curriculum. Data was collected from randomly selected 107 teacher educators working in colleges of education affiliated to GGSIPU and M.D.U. A five point attitude scale was developed by the researchers for the purpose of ascertaining their attitude. The findings revealed that teacher educators are largely in disagreement with the current curriculum and hold that a new vision needs to be made for the education of teachers as per the present needs of globalisation, RTE norms, and adoption of inclusive education.

scholarly journals TEACHER EDUCATION IN THE TIME OF COVID AND BEYOND

2021 ◽  
Vol 9 (47) ◽  
pp. 11615-11620
Author(s):  
Preetha George
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Education Programme ◽  
Daily Routine ◽  
Online Classes ◽  
Teacher Education Programme ◽  
Online Teacher ◽  
Feasible Solutions

The Covid-19 pandemic has shattered the lifestyle, daily routine, and especially the education system of the globe. The academic fraternity has been badly affected by this pandemic. Teacher educators across the different universities in India have been abruptly pushed into the charted online classes since India went into lockdown on March 25, 2020.The traditional teacher training practices created chaos in the online teacher preparation and practice procedures. The first part of this paper focuses on the challenges of teacher educators and prospective teachers during online teacher education programme and the second part envisages the need for an updated curriculum and a few feasible solutions to the problems highlighted.

Pre-Service Secondary Teacher Education Programme: Some Concerns of Sustainability

2021 ◽  
pp. 29-37
Author(s):  
Indrajeet Dutta
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Secondary Teacher ◽  
Community Based ◽  
Teacher Education Programme ◽  
Teaching Pedagogy ◽  
Secondary Teacher Education ◽  
Do So

With the onset of a new academic session, teacher education programmes across the county will be in a new avatar. The revamping of a teacher education programme has been on the cards for several years but stiff resistance from different quarters of the educational community made it impossible to do so. The revised secondary teacher education programme is new in several counts. Firstly, curricular areas have been made more contextual, class, student and community based. Secondly, teaching pedagogy has been made more child centred, experiential and reflective. Thirdly, internship model has been introduced giving more thrust on acquisition of skills and competencies in actual classroom and real settings rather than artificial settings. But, the reform has brought several challenges in its realm which teacher education programmes and institutes have to face. The present paper deals with the new challenges like demand for teacher education programmes, the role of private teacher education institutes and their increasing focus on commercialization, demand for teacher educators and whether the new system is pro-rich or pro-poor student etc.

Promoting Active Learning in Mathematics Teacher Education

2017 ◽  
pp. 269-284
Author(s):  
Rukiye Didem Taylan
Keyword(s):  
Teacher Education ◽  
Active Learning ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Professional Growth ◽  
Flipped Classroom ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Pedagogical Content

Teacher educators have a responsibility to help prospective teachers in their professional growth. It is important that teacher educators not only teach prospective teachers about benefits of active learning in student learning, but that they also prepare future teachers in using pedagogical methods aligned with active learning principles. This manuscript provides examples of how mathematics teacher educators can promote prospective teachers' active learning and professional growth by bringing together the Flipped Classroom method with video content on teaching and learning as well as workplace learning opportunities in a pedagogy course. The professional learning of prospective teachers is framed according to the components of the Pedagogical Content Knowledge (Park & Olive, 2008; Shulman, 1986). Implications for future trends in teacher education are provided.

scholarly journals Influence of Teacher Educators on the Development of Prospective Teachers’ Personal Epistemology and Tolerance

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824402091463 ◽  
Author(s):  
Bo Ning ◽  
Irfan Ahmed Rind ◽  
Muhammad Mujtaba Asad
Keyword(s):  
International Development ◽  
Prospective Teachers ◽  
Teaching Strategies ◽  
Teacher Educators ◽  
Personal Epistemology ◽  
Colleges Of Education ◽  
Social Dimensions ◽  
Post Intervention ◽  
Bachelor Of Education ◽  
Teacher Students

This article examines the influence of teacher educators (TEs) on the development of epistemology and tolerance among the prospective teachers (PTs) studying in a newly introduced 4-year Bachelor of Education (BEd) program offered in the Departments of Education of Universities (DoEUs) and Government Colleges of Education (GCEs) in Pakistan. The new BEd is part of United States Agency for International Development (USAID)–led teacher education reforms in Pakistan to curtail the teaching of extremist values that are implicated in breeding extremism. The stated policies and recommended practices of the program are based on the principles of constructivism, critical thinking, creativity, and effective communication, which are expected to shape the PTs’ ways to conceptualize knowledge and knowing, and ultimately their attitude to different social dimensions. Considering that the aforementioned reforms have not focused on the development of the TEs, it is worth examining how the traditionally trained TEs implement this new program, and to what extent they are shaping the epistemology and attitude of the PTs. Using a descriptive quantitative pre–post intervention design, this study collected data on the epistemic and tolerance development of PTs of a DoEU and a GCE. Data were also collected on TEs’ epistemology, tolerance, teacher–students interactions, and teaching strategies. The analysis highlights a significant relation of TEs’ epistemology and tolerance on their teaching strategies as well as on the development of the PTs’ epistemology and tolerance.

Modeling Compassion in Critical, Justice-Oriented Teacher Education

2008 ◽  
Vol 78 (4) ◽  
pp. 652-674 ◽  
Author(s):  
Hilary Gehlbach Conklin
Keyword(s):  
Teacher Education ◽  
Middle Class ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Diverse Students ◽  
Successful Teachers

As the work of teacher education becomes increasingly focused on the challenges of helping mostly white, monolingual, middle-class prospective teachers become compassionate,successful teachers of racially, culturally, linguistically, economically, and academically diverse students, some teacher educators struggle to find compassion for the prospective teachers they teach. Motivated by this concern and drawing on feminist and Buddhist theories, Hilary Conklin argues that many teacher educators would benefit from a renewed consideration of modeling the pedagogy they hope prospective teachers will employ. In this article, she analyzes and brings together the work on critical, justice-oriented approaches to teacher education, relationships in teaching, modeling as pedagogy, and the Buddhist notion of compassion to articulate a pedagogy of modeling in critical, justice-oriented teacher education. Conklin proposes that such a pedagogy has the potential to move us closer to transformative teacher education.

Exemplify what you explicate

1973 ◽  
Vol 20 (3) ◽  
pp. 209-211
Author(s):  
Evelyn Sowell
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Education Faculty ◽  
Education Students ◽  
University Of Houston ◽  
Competency Based ◽  
The University ◽  
Teacher Education Students

That professor! What he says is great—but that idea just won't work in the classroom!” These statements may be common among some teacher education students. Such comments are now heard much less frequently, however, around the University of Houston. The mathematics education faculty is experimenting with a competency- based program, as part of a collegewide endeavor, that requires prospective teachers to actually use in their classrooms what they hear and read about teaching. Initial experiences with this program suggest several advantages both for teachers in training and for teacher educators. This article describes some features and benefits of one type of approach to competency-based mathematics education.

LEARNING TO BE ENTREPRENEURIAL IN VOCATIONAL TEACHER EDUCATION

2013 ◽  
Vol 1 (13) ◽  
Author(s):  
Heikki Hannula ◽  
Taru Dorra
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Early Stage ◽  
Vocational Teachers ◽  
Implementation Phase ◽  
Vocational Teacher ◽  
Entrepreneurial Activities ◽  
In The Beginning ◽  
Taking Action

Being entrepreneurial is a concept which has evoked interest in the context of entrepreneurship education.  It is a desirable quality not only among people already in working life but also among students, teachers and learning organizations.  Teachers are a group who by their own example can serve as a model for others.  Through their own entrepreneurial example teachers can encourage their own students to be entrepreneurial.  Therefore, it is appropriate that the entrepreneurial activities will be learned already during the teacher education. Observations of the entrepreneurial approach of two groups who began their studies at HAMK were initiated in August 2011.  Instead of the normal teacher-led training the groups of students were divided according to the tenets of Problem-Based Learning into small groups. Each group was assigned the responsibility for the independent planning, implementation and assessment of studies pertaining to vocational teacher education.  The task of the instructors was to monitor the activities and to intervene only when necessary.  In the reactions and development of the students the phases of the risk pedagogy model proposed by Paula Kyrö could be discerned- confusion, taking action and learning to take risk. The students in the groups responded twice to questionnaires addressed to them.  The first questionnaire was implemented in the beginning of studies and the second at the end of studies. The observations of the teacher educators and students were also analyzed.  It can be concluded/stated as a conclusion that in the early stage the students were confused, and partly also angry.  Taking action, however, yielded results and the prospective teachers realized that they had coped with the challenges.  Eventually in the course of implementation there actually emerged competition in regards to which group had achieved the highest quality implementation.  Thus through experiences of being teachers, the prospective teachers also learned the matters pertaining being entrepreneurial, such as responsibility and risk-taking. The purpose of this article is to describe the story of the growth of prospective vocational teachers. First we present the key concepts used in the research. Thereafter we describe the studies of the prospective teachers as a whole.  Next we introduce the prospective teachers’ and instructors’ experiences of the implementation phase.  Finally we both draw conclusions about the implementation and endeavor to stimulate discussion on the further development of entrepreneurial education.

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