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8626 1st Assignment Solved

B.ed 1.5 years (8606), allama iqbal open university.

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Allama iqbal open university islamabad, assignment no 1, assignment no: 01, course code:, q describe the concept of teachers training. highlight its need and, scope for education system., teacher training concept, the teacher training concept in proved the teacher training concept in, proved was developed and provided within the framework of the project, proved. it should be a basis for the multiplier institutions involved in proved, to advance further training activities in their countries, either in formal (schools) or, informal education (youth centres, drug prevention centres) and it should help other, interested people to introduce productive learning in their countries. the teacher, training concept gives an overview of its aims, principles, constituent parts and, organization and ends with conclusions and recommendations regarding the, teacher training. the concept was developed with drawing on the experience, gained by every institution involved in the project. 1 the aims of the teacher, training concept productive learning is learning on the basis of personal interests, and of experiences gained in practice placements, chosen by young people, themselves. the students use skills and knowledge acquired through education to, determine and to understand their activities in real-life social situations. the, educational process is structured by an individual curriculum. therefore the further, training activities in the frame of proved were aimed at developing the, following competencies in particular:  subject competence (for example, to, optimise processes and procedures, monitoring work results, the ability to acquire, and to reflect on theories that are subject-specific and relevant);  personal, competence (for example recognising and articulating, development of the teacher training concept. the further training activities were, based on ...  the principles of productive learning: personal aspect, practice, aspect, subject and cultural aspect,  a solution-oriented approach: problems, present opportunities for development, every person has the resources and the, abilities to deal with problems independently, dealing with problems successfully in, the present points towards future solutions,  a systematic observation, for, example, respect for system’s own dynamics, working with proposals which view, reality in a different or in a novel way whilst considering different expectations,, hopes and desires,  an openness to new experience and education innovations,, sharing the best practice, dialogue-based and peer learning, and digital learning., the 2nd seminar was replaced by other teacher training activities with reference to, the following aspects:  the concepts, developed during the preparation phase,, were very different. because of different needs of the participating schools in, different countries the multiplier institutions decided during an extra meeting to, offer specific local seminars for the country groups., a collaborative training (one expert from the multiplier institution in the country +, one expert from iple) ensured that different perspectives and competences were, included in the training. there were two school based trainings per vocational, education institution involved, one in the preparation phase and one in the, implementation phase., 4 conclusions and recommendations productive learning in vet may be, considered as an original pedagogical system that is distinguished for its education, concept and the system of methods applied. this leads to preconditions for, emerging of a new teaching training concept, which must be flexible, targeted at, development of required competences, it must combine theoretical and practical, aspects, and be, in line with the concept of school development. school development and teacher, training school development and teacher training are closely interconnected. “to, learn differently” also means “to teach differently”. changes are based on, experiences – within practice and with such practice, and also through a joint day-, to-day routine with students. even though the role of the teacher changes through, experiences, additional support and assistance must be provided through the input, of others to generalize a systematic reflection. three main requirements had to be, fulfilled at the same time in proved: the active involvement in the development, of the teacher training concept, the participation in the teacher training activities, and the implementation and testing of a new pedagogical concept in practice. these, were high demands and big challenges for the teachers involved. at the same time, it was good and necessary that everyone was involved. therefore in future a, concentration on less activities and/or another chronology (“one by one”) could, help to avoid feelings of overextension., concept of teacher education, ducation renders a significant contribution in leading to effective growth and, development of the individuals and teachers have an important role to play in, education to the students. the major significance of teacher education is focused, impartment of training to the teachers, with the main purpose of achieving the, academic outcomes. teachers have an important role to play in leading to effective, and development of the students. therefore, to perform their job duties up to the, individuals, community as well as the entire nation can move forward towards, progression., the teachers are required to be well-prepared and possess the essential skills and, with the purpose of performing their tasks and functions in an appropriate manner., standard, it is vital for them to enhance their skills and abilities. the teachers have, important role to play in not only achieving the desired goals and objectives of the, educational institutions, but also in promoting welfare of the community. within the, of implementation of their job duties, they are required to cope with many, challenges. the, main areas that have been taken into account in this research paper are, scope of, education, changing context of teacher education in the indian scenario, and, challenges of, teacher education., keywords: educational institutions, innovation, students, skills, teacher education, educational institutions render a significant contribution in making provision of, knowledge and information to the students to lead them towards light from darkness, (concept of teacher education, n.). the key personnel within the educational, institutions,, who play an important part in the implementation of this task and in bringing about, transformation within the lives of the individuals are the teachers. the teacher is, regarded as, the most important element within the educational program. it is the teacher, who, is responsible for putting into practice the educational programs at any stage. it is, vital to make, an investment in leading to preparation of the teachers in an appropriate manner, so, the main areas that have been taken into account in this research paper are, scope, others. there are many hadiths that highlight the virtues of knowledge, and the responsibility of those who possess it to teach others., 2. moral and ethical guidance:,  quranic perspective: the quran provides moral and ethical, guidance for individuals and communities. teachers play a crucial, role in imparting these values to students. for example, the quran, emphasizes justice, compassion, and integrity.,  hadith perspective: the sayings of prophet muhammad (peace be, upon him) provide practical examples of ethical behavior. teachers, are expected to model these behaviors and instill them in their, 3. character building:,  quranic perspective: the quran teaches the importance of, character building and the development of positive attributes., teachers are instrumental in nurturing good character in students,, helping them become responsible and morally upright individuals.,  hadith perspective: the prophet muhammad (peace be upon him), is often described as having the best character. his interactions with, others serve as a model for teachers in how to cultivate positive, character traits in their students., 4. guidance to the straight path:,  quranic perspective: the quran is referred to as a guidance for, humanity (surah al-baqarah 2:185). teachers are seen as facilitators, of this guidance, helping students understand and apply the teachings, of the quran in their lives., is reported to have said, "the best among you are those who learn the, quran and teach it to others" (sahih bukhari). this underscores the, importance of teachers in passing on the guidance of the quran., 5. compassion and patience:,  quranic perspective: the quran encourages believers to be, compassionate and patient. teachers are expected to embody these, qualities, especially when dealing with the challenges of education., demonstrated patience and compassion in his interactions with people., teachers are encouraged to follow his example in dealing with their, in summary, both the quran and hadith highlight the significance of knowledge,, morality, character building, guidance, compassion, and patience in the role of a, teacher. teachers are seen as stewards of knowledge and ethical behavior,, responsible for nurturing the intellectual and spiritual growth of their students in, accordance with islamic principles., q describe the content of curriculum for teacher education. discuss, the aims and objectives for teacher education curriculum., introduction : an educational institution performs a significant function of, providing learning experiences to lead their students from the darkness of, professional skills. teacher education = teaching skills + pedagogical theory +, professional skills. teaching skills would include providing training and practice, in the different techniques, approaches and strategies that would help the 3 teachers, to plan and impart instruction, provide appropriate reinforcement and conduct, effective assessment. it includes effective classroom management skills,, preparation and use of instructional materials and communication skills., pedagogical theory includes the philosophical, sociological and psychological, considerations that would enable the teachers to have a sound basis for practicing, the teaching skills in the classroom. the theory is stage specific and is based on the, needs and requirements that are characteristic of that stage. professional skills, include the techniques, strategies and approaches that would help teachers to grow, in the profession and also work towards the growth of the profession. it includes, soft skills, counseling skills, interpersonal skills, computer skills, information, retrieving and management skills and above all life long learning skills. an, amalgamation of teaching skills, pedagogical theory and professional skills would, serve to create the right knowledge, attitude and skills in teachers, thus promoting, holistic development. nature of teacher education : 1) the american commission, on teacher education rightly observes, “the quality of a nation depends upon the, quality of its citizens. the quality of its citizens depends not exclusively, but in, critical measure upon the quality of their education, the quality of their education, depends more than upon any single factor, upon the quality of their teacher.” in his, call for action for american education in the 21st century in 1996, clinton, indicated that : ―every community should have a talented and dedicated teacher, in every classroom. we have enormous opportunity for ensuring teacher quality, well into the 21st century if we recruit promising people into teaching and give, them the highest quality preparation and training”. the need for teacher education, is felt due to the following reasons; 1) it is common knowledge that the academic, and professional standards of teachers constitute a critical component of, the essential learning conditions for achieving the educational goals of a nation., the focus of teacher preparation had to shift from training to education if it had to, make a positive influence on the quality of curriculum transaction in classrooms, and thereby pupil learning and the larger social transformation. the aspects that, need greater emphasis are; the length of academic preparation, the level and quality, of subject matter knowledge, the repertoire of pedagogical skills that teachers, possess to meet the needs of diverse learning situations, the degree of commitment, to the profession, sensitivity to contemporary issues and problems and the level of, motivation. this is not possible if teacher preparation focused only on training., holistic teacher building is necessary and therefore teacher education needed more, emphasis than mere training. 6 2) educating all children well depends not only on, ensuring that teachers have the necessary knowledge and skills to carry out their, work, but also that they take responsibility for seeing that all children reach high, levels of learning and that they act accordingly. 3) people come to teacher, education with beliefs, values, commitments, personalities and moral codes from, their upbringing and schooling which affect who they are as teachers and what they, are able to learn in teacher education and in teaching. the teacher‘s work has, become more complicated and technical in view of the new theories of psychology,, philosophy, sociology, modern media and materials. the teacher can be made, proficient with well planned, imaginative pre-service and in-service training, programmes. scope of teacher education : the scope of teacher education can be, understood in the following ways; teacher education at different levels of, education triangular basis of teacher education aspects of teacher education, teacher education at different levels of education : teacher education reaches, teachers at all levels of education, namely preprimary, primary, elementary,, secondary, higher secondary and the tertiary. the needs and requirements of, students and education vary at each level. hence level and stage-specific teacher, preparation is essential., way learning occurs, possible ways of creating conductive conditions for learning,, differences among students in respect of the kind, pace and styles of learning. 10, view knowledge generation as a continuously evolving process of reflective, learning. be receptive and constantly learning. view learning as a search for, meaning out of personal experience, and knowledge generation as a continuously, evolving process of reflective learning. view knowledge not as an external reality, embedded in textbooks, but as constructed in the shared context of, teachinglearning and personal experience. own responsibility towards society, and, work to build a better world. appreciate the potential of productive work and, hands-on experience as a pedagogic medium both inside and outside the classroom., analyze the curricular framework, policy implications and texts. have a sound, knowledge base and basic proficiency in language., q discuss the issue of in-service and pre-service teacher education, in-service education of teachers: overview, problems and the way, introduction in-service education is designed for the manpower development of the, school system and the educational enterprise as a whole. if teachers are to perform, their functions effectively and efficiently, it becomes imperative for them to, require training in new skills and modern methodology. the higher the elvel of, educational attainment by teachers, the higher the level of educational standard in, the country. no wonder the national policy on education (2014) asserted that no, level of education can rise above the quality of its teachers. to meet the growing, needs of education in a global economy it becomes imperative to provide sound in-, service education for teachers to update their skills, knowledge and experience., in-service education in-service education can simply be defined as the relevant, courses and activities in which a serving teacher may participate to upgrade his, professional knowledge, skills, and competence in the teaching profession., therefore, it encompasses all forms of education and training given to a teacher, who is already on the job of teaching and learning. according to billing (1976) in-, service education is staff development which is a deliberate and continuous process, involving the identification and discussion of present and anticipated needs of, individual staff for furthering their job satisfaction and career prospects and of the, institution for supporting its academic work and plans, and implementation of, programmes of staff activities designed for the harmonious satisfaction of these, needs. generally, the teachers are regarded as the hub of educational development., therefore, in-service education is concerned with the activities and courses in, which a serving teacher may participate for the purpose of upgrading his, professional skills, knowledge and interest, subsequent to initial training. in this, case, in-service education is designed to fill the gap of professional inadequacies of, a serving teacher. extending the capacity and imagination to improvise. 7., developing self-confidence and independence. 8. ensuring familiarity with the, variety of existing instructional materials and available resources. 9. increasing, integration power i. how to put it all together. principles of in-service education, in-service education is imperative in a fast changing world like nigeria in view of, the prevailing changes in science and technology. to actualize the set objectives of, in-service education in any organization some basic principles should be taken into, consideration, as enumerated by stoops et al (1981) as follows: 1. in-service, programme emerges from recognized needs of the school and community. 2. all, school personnel need in-service education 3. proper supervisor is an effective, means of accelerating the in0-service professional growth. 4. improving the quality, of instruction is the immediate and long range observes of in-service education. 5., in-service education, continue to take cognizance of changes in methodology, and in the curriculum., teachers’ will be regularly exposed to innovations in their profession. in-service, training will be developed as an integral part of continuing teacher education. no, matter the efficiency of the pre-service training we give to teachers, there will, necessarily be areas of inadequacies. in-service education o teachers will continue, to fill these gaps e. for library services education, evaluation techniques,., guidance and counselling etc, and will e systematically planned so that successful, attendance at a number of such courses will attract incremental credits and/or count, towards future advancement. the benefits of in-service education can, therefore, be, summarized below as highlighted by imogie (1992) as follows: i. providing the, serving professional teachers ample opportunities of updating their knowledge and, skills towards better objective performance and advancement in status, without, having to resign their journal of education and practice iiste issn 2222-, 1735 (paper) issn 2222-288x (online) vol, no, 2016 86 employment. ii., providing the schools system the opportunities of retaining the services of trained, and qualified teachers while in sandwich/in-service education programme. iii., providing opportunities for increasing the number of trained and qualified teachers, at all levels of education iv. reducing the financial burden of employers of, teachers, as the money they had to pay as salaries and allowances on full-time to, their teachers on full-pay/time in-service education programme was saved. v., providing additional sources of revenue generation for teacher education, institutions in which the sandwich programmes are based. vi. providing additional, source of income to staff members participating in the programmes. vii. providing, opportunities for teacher education institutions to provide service in an essential, area of national development, especially by putting their facilities and staff into use, during the long vacations. problems of in-service education a plethora of, problems have been identified to militate against in0-service education, programmes as follows: 1. in-service, education programme is capital intensive and most of the participants are self-, sponsored. as a result, many of them cannot cope with exorbitant school fees and, other incidental expenses for textbooks and personal upkeeps. 2. the time factor is, a major constraint as contact hours for lectures and examinations are inadequate., therefore, the effectiveness and scope of instruction is in doubt. 3. there are a lot, of discrepancies in the approaches and techniques adopted by the different, institutions involved in in-service education programmes which imply lack of, uniformity in course content and methodology. 4. there is the problem of poor, planning and organization whereby available activities for participants are, impersonal and unrelated to their job settings in the classroom. 5. a seminar paper, presented at the 2013 national conference of the committee of provost of, colleges of education in nigeria, abuja. ojo, m. o. (2006) quality teacher, education. the pivot of national development: nigeria journal of professional, teacher, 1(2) pp. 158-170. stoops, s. rafferty, m. and johnson, r. (1981), handbook of educational administration: a guide for practitioners, boston: allyn, and bacon, inc. taylor, j. (1980) “the resident professors: a leadership role for, connecting theory and practice motor skills:, q elaborate the current teacher education system of pakistan., highlight some flaws and give possible solutions to overcome these, teacher education system in pakistan:, 1. pre-service teacher education:,  in pakistan, pre-service teacher education is primarily offered at the, bachelor's and master's levels. bachelor of education (b.) and, master of education (m.) programs are common..

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