Describe Pre-Service Teacher Education Programs In Pakistan Discuss Their Strengths And Weaknesses Along With Their Role In Professional Development AIOU 8626
In-Service and Pre-Service Training
All over Pakistan, different types of pre-service and in-service training programmes are in operation. Teachers can get training from:
- Conventional Teacher Training Programme
- Field-based Teacher Training Programme
- Distance Teacher Training Programme
- Education Extension Centre Programmes
- Refresher Training Course (RTC)
- Primary Teacher Orientation Course (PTOC) of Allama Iqbal Open University
- Learning Modules Training of the Primary and Non-Formal Education (PNE)
Pre-Service Training Programmes
There are three major programmes for Primary Teacher Training. These are: (i) the conventional programme; (ii) the field-based training programme; and (iii) the distance education programme. Each programme pursues different goals and targets, and different kinds of teacher recruits.
- Conventional Teacher Training Programmes
The perspective of the Conventional Teacher Training Programmes can be studied in the guidelines and recommendations of many policy documents. Just after independence in 1947, in an Education Conference, the authorities had expressed an extensive need for better teacher training programmes. The conventional PTC programme is divided into two kinds of courses: theory and teaching practice courses. The theory component of the PTC includes courses in general education and methods of teaching. The content of theory courses is presented in ten papers. Three of these are related to general educational theory and six to the methods of teaching. General education courses include: Principles of Education and Methods of Teaching; Child Development and Counseling; and School Organization and Classroom Management. Methods of teaching courses concentrate on upgrading teaching skills in the subjects being taught at the primary level and on methods appropriate for teaching these subjects. Practice teaching is the most important part of any teacher training programme. It allows the teacher to put theory into practice and provides an opportunity for prospective teachers to form a realistic picture of teaching-learning situations. The trainers were instructed to conduct short-term practice in the laboratory school attached to the Teacher Training Institutions. The long-term practice will start with actual teaching by the student teacher.
- Field-Based Teacher Training Programme
The second type of training programme in Pakistan today is the Field-Based Training (FBT) programme that exists in the Northern Areas. The FBT programme was started in 1984 in and around Gilgit. The programme of instruction is an in-school training course based on the conventional PTC syllabus. At the end of the training period of one academic school year, the trainees are required to appear for a PTC examination. As a part of their training, they are assigned to classes in pairs and teach all subjects to all classes. They are required to teach three classes themselves and observe three classes taught by others each day. At the end of the day, they hold discussions with the Master Trainers who provide on-the-spot guidance and give demonstration model lessons. Apart from on-the-job training, a very important and innovative feature of the programme is the provision of teaching manuals for all school subjects of the Primary Teaching Certificate (PTC) training courses. The most distinctive feature of this training programme is the relationship it establishes with real-life teaching conditions. It is actually a pre-service training given in an in-service mode.
- Teacher Training Through Distance Education
The third and final type of training is a distance programme conducted by Allama Iqbal Open University in Islamabad. Teacher training through Distance Education is an innovative delivery mechanism for prospective teachers in Pakistan. These distance teaching programmes are offered by Allama Iqbal Open University, Islamabad. Teachers who enter the distance programmes do not need to leave their school or homes. Thousands of fresh students/teachers are enrolled in each semester for B.Ed, M.Ed, and MS/M.Phil/Ph.D. programmes. The objectives of these programmes are as follows:
- Knowledge for the practical role of education in society.
- Knowledge of contributions of subjects taught in the Primary/Secondary/ Higher
- Academic Institutions for the development of children/students.
- Practical awareness of the process of curriculum development. Practical awareness
of instructional methodologies for the delivery of subject matter. - Appreciation of the importance of a good school-community and teacher-parent
relationship.
The distance course includes several components that are compulsory for successful completion of the programme. In addition to the correspondence part of the course, there is a practical workshop and three weeks of practice teaching. Study material in correspondence lessons is supplemented with lesson broadcast through radio programmes, guidance by a part-time tutor and get together in study centers.
The distance course leading to full PTC Certificate requires the student to qualify in two parts. Each part is full credit course of 18 units so the student will study 30 units. In addition to pre-service training, different in-service training programmes are being arranged to equip the teachers in the field with latest development in education. At present most of the in-service training courses are arranged by Education Extension Centers. Other in-service training programmes include the Refresher Training Course (RTC) of the Agha Khan Central Education Board, the Primary Teacher Orientation Course (PTOC) programme of Allama Iqbal Open University, and the in-service Training Course of the PNE, Wing of the Ministry of Education.
In-service Training Programmes
- Education Extension Centres/Directorate of Staff Development
Education Extension Centre now renamed as Directorate of Staff Development (DSD) Programmes are one of the elements of the education system under the jurisdiction of the provinces. The in-service teachers’ trainings are being arranged by the Education Extension Centre under the direct supervision of the provincial education Ministry/Department. The frequency of the course depends on the available resources.
Continuous professional development is the focus of the provincial governments. After the 18th amendment, education is to be catered by provinces, and now there is no Federal Ministry of Education; the role of DSDs (Directorates of Staff Development) is gaining more importance. DSDs have to cater to the CPD programmes and also have to maintain the quality of education. Induction training is another component that has been focused on by DSDs.
The material placed in the allied material extracted from UNESCO Report may help to understand the structure of Education in provinces after 18th amendment. The refresher training course is a short course organized by the Agha Khan Central Educational Board in Northern Area. The RTC is an intensive course and provides better classroom teaching skills to both trained and untrained teachers.
- Refresher Training Course (RTC)
The Refresher Training Course is a short-term course organized by the Agha Khan Central Education Board in the Northern Areas. Its duration is usually 12 days. This course has taken place almost yearly since 1976. About 200 to 250 teachers undergo training during their two-month vacation each year. The R.T.C. is an intensive course aimed at providing better classroom teaching skills to both trained and untrained teachers. The R.T.C was initially meant for the D. J. Schools, but since 1982, the programme has also included Government school teachers.
- Primary Teacher Orientation Course (PTOC) of Allama Iqbal Open University.
The main objectives of the Primary Teacher Orientation Course (PTOC) of Allama Iqbal University are to familiarize primary teachers with the new elements of the revised primary school curriculum; to increase their knowledge in appropriate subject areas and to help them develop their teaching skills, and to provide them with an opportunity to improve their qualifications by counting the PTOC as a one-credit course for the Intermediate Certificate, The PTOC is a six-month programme. It was initiated in 1976 in cycles through correspondence courses, tutorial meetings, seminars, workshops, laboratories, radio broadcasts, and the use of other mass communication. This programme of distance teaching is divided into ten content areas relevant to the primary level. The written material in each subject area consists of unit lessons, each a self- explanatory exposition in which the theme has been developed in simple and informal language. - Primary and Non-Formal Education (PNE)
Learning modules of the PNE wing means the Primary and Non-Formal Education (PNE) wing has been developed to provide orientation to the innovations in teaching. The Ministry of Education organized an in-service programme for primary school teachers working in the schools of the Primary Education Project. This was three tiers in-service-training programme based on the learning modules. These three tiers comprise: Master Trainers, Supervisors, and Primary School Teachers. Master Trainers were trained to instruct supervisors and Primary School Teachers. Master Trainers were trained to instruct supervisors who, in term offered training to primary school teachers in the project areas. The training of supervisors was arranged in provinces in collaboration with the PNE wing.
1. Level of conceptual difficulty
2. Relevance to the child’s experience.
3. Relevance to the child’s prior learning
4. Relevance to the child’s future learning
5. Degree to which topics are essential
6. Appropriateness of the language and terminology used
7. Degree to which they assist in the organization of a “concept map’
8. Degree to which they relate to a hierarchy of skills
9. Degree to which they relate to a sequence of rule-following procedures
10. Degree to which they are generalizable or transferable
11. Relevance to the present curriculum
12. Relevance to present textbooks
13. Relevance to learning materials available
14. Range of activities generated
15. Perceptual character of topics
16. Motivational quality of topics
17. Degree of community or social importance
18. Likelihood of contribution of parent/child interaction
19. Likelihood of contribution to school/community interactions
20. Relevance to local conditions.