Curriculum of Teacher Education
KEYWORDS:
Program
Objectives; Curriculum Design; Program Outcomes; Rational of Programme; Program
Mission Statement; Curriculum
of Pakistan
B.Ed.
level
M.Ed.
M.Phil.
Ph.D.
Curriculum of a
subject is said to be the burning pulse of a nation. By looking at the
curriculum one can judge the state of intellectual development and the state of
progress of the nation. The world hasturned into a global village; new ideas
and information are pouring in like a stream. It is, therefore, imperative to
update our curricula regularly by introducing the recent developments in the
relevant fields of knowledge. In fact, any change in the nature, purpose,
quality and character of the school demands a concomitant change in teacher
education, especially in its curriculum. Keeping in view the task of bringing
qualitative change in institutional efficiency of the teacher education system
is not only a big task rather a huge and challenging one
B.Ed
l The program must have documented
measurable objectives that support institution mission statements.
Program Mission Statement
l To equip perspective teachers
with professional excellence in order to give every child the best possible
education to start his life successfully, to become a useful member of the
society and of the world, To develop qualities of self-realization and self-determination.
Program Objectives
l
The
department aims at preparing effective classrooms teachers for primary and
secondary grades who:
l
Have
mastery over content.
l
Can
use modern instructional strategies to the needs of the learner.
l
Make
optimum use of technology in instruction.
l
Perform
all tasks related to effective instruction.
l
Will
be able to integrate educational theory into best pedagogical practices.
Curriculum
Design
l Strategic plan for B.Ed layout of
the areas/elements that is included in the program to educate Perspective
teachers to graduate level.
l These elements are Program
Contents, Program Delivery Methodology and Program Output Evaluation.
B.Ed program consist of 2
semesters offered in the fall and spring of each year. B.Ed program is
comprised of 36 credit hours. 21 credit hours are for core subjects, whereas,
12 credit hours for elective courses, 3 credit hours are practicum.
Practical
Work
l
Program
delivery methodology includes lectures, practical work, tutorials, assignments,
and teaching practice in their respective subjects. So students are given
assignments which are relevant to the application of theory in practically in
Schools.
l
Projects
l
Perspective
teachers are also given the demonstration lessons in their field of
specialization where they deliver model lessons. So it is an opportunity for
the perspective teachers where they can apply whatever they have learnt from
theory. At the end of the course they are given demonstration lesson which is
graded/ observed by the faculty.
Program
Outcomes
l
The
B.Ed. program is designed to produce following outcomes:
–
Develop
sense of responsibility to be always devoted and dedicated for the cause of
education.
–
Present
a model of integrity, sincerity, and of hard work in the performance of duties.
–
Become
rational, optimistic and balanced individuals of the society.
–
Have
love for learning and academic research.
–
Impart
knowledge in such a manner as to prepare students for future leadership of the
country.
M.Ed
Program Mission Statement
l To make future perspective
teachers with professional excellence in order to give every child the best
possible education to start his life successfully, to become a useful member of
the society and of the world and to develop qualities of self-realization and self-determination.
Program
Objectives
l
The
department aims at preparing effective classrooms teachers for primary and
secondary grades who:
l
Have
the ability to lead educational institutions.
l
Can
provide effective guidance and counseling services to students.
l
Take
optimum use of instructional technology.
l
Are
well equipped with computer/ IT Skills
l
Will
be able to integrate educational theory with pedagogical skills.
Program Contents
l
MEd
program consist of 2 semesters offered in the fall and spring of each year. MEd
program is comprised of 36 credit hours. 24 credit hours are for core subjects,
whereas, 12 credit hours for elective courses.
Practical Work
l
Program
delivery methodology includes lectures, practical work, tutorials, assignments,
and teaching practice in their respective subjects. So students are given
assignments which are relevant to the application of theory practically in
Schools.
Program Outcomes
The M.Ed. program is
designed to produce following outcomes:
–
Develop
sense of responsibility to be always devoted and dedicated for the cause of
education.
–
Present
a model of integrity, sincerity, and of hard work in the performance of duties.
–
Become
rational, optimistic and balanced individuals of the society.
–
Have
love for learning and academic research.
–
Impart
knowledge in such a manner as to prepare students for future leadership of the
country.
Rational of
Programme.
A
distinct departure from the existing programme is noticeable in overall scheme
of studies includingthe courses on reflective practices and criticalthinking. A
teacher in the classroom has to make adjustment in teaching strategies
according to the nature and scope of the curriculum and evaluate the success of
teaching in terms of student growth. Effort has been directed towards
developing certaincompetencies and skills in prospective teacher,which will be
helpful in the shaping of a teacher for an effective role-play.
Interaction
between the school and community is gaining importance in the modern context.
Several activities promote school-community-teacher relationship; a course with
dynamic content outline has been developed on school, society and teacher and
on sociological and cultural issues. Prospective teacher will gain insight for
bringing positive attitude in classroom teaching towards plurality of cultures
which has been badly missing in oureducational system. Planning and carrying
out an action research and involvement of prospectiveteachers in
practical/field work would greatly reduce isolation of the teacher education
system in practical terms and pedagogical principles.
It
would lead to innovativeness. Self-esteem and self-confidence on their part
when thoroughly analyzed and understood, the curriculum framework should
provide sufficient insight to prepare reflective and contemplative practitioners
in classroom and outside. Practice teaching is essentially a major and joint
responsibility of teacher training institution and the school involving teacher
educators, prospective teachers and schoolteachers. Inclusion of short term
training with long term teaching practice will provide an opportunity to
prospective teachers to extend their role in the school situation other than
classroom teaching. Involvement of prospective teachers in school related
activities during short term teaching practice such as maintenance of school
records and registers, management of laboratories and library, preparation of
tests and assignments, admission and selection of students, preparation of
school budget and development plans and classroom management etc.
