Course: Teacher Education in Pakistan

Course Code: 8626

Semester: 2nd Autumn, 2023
Level: B.Ed. (1.5 Years)
Name: Saba Riaz
Student ID: 0000492952
 Assignment No.1
(Unit 1-4)

Q.1:
Describe the concept of teachers training. Highlight its need
and scope for Education system.

Answer:
Concept of Teacher Training:
Teachers are a significant part of everyone’s life as they have the power to mould young minds,
inspire lifelong learning, and empower students to reach their full potential. However, the
effectiveness of educators in the classrooms does not only depend on their innate abilities – they
are improved and refined through an all-inclusive process called the teacher training program.
The concept of teacher training in the education system is critical, encompassing extensive
strategies, methodologies, and professional development opportunities. The program equips
teachers with the essential skills, knowledge, and pedagogical approaches to cultivate optimal
learning experiences for their students. The concept of teacher training programs does not only
impart subject competencies, but also delves into classroom management, instructional techniques,
assessment methodologies, and the incorporation of advanced technologies.
Any support and capacity building which enables teachers and other education personnel to
effectively instruct and assess learners on the curricula. Teacher development programs are based
on actual and evolving needs of both teachers and learners. There should be a clear link between
the curriculum, learning rights, needs of students and their families, and teacher training and
continued teacher support. Teachers and other education personnel should receive periodic,
relevant, and structured training according to needs and circumstances. Pre-service training refers
to the training teachers receive before entering a classroom and beginning to teach. In-service
training refers to the continued training opportunities given to teachers after they have begun
teaching in classrooms. The benefits of teacher training program are as follows:
• Gaining lots of practical classroom experience as you learn, so you’re ready for classroom
teaching as soon as you qualify.
• Benefitting from the training curriculum of an Ofsted rated Outstanding provider.
• Building your practice over time using techniques backed by the latest research and
evidence in effective teacher development.
• Having access to experienced and expert mentors and support throughout your journey to
teaching.
• Join the 40,000 teachers and school leaders that are already developing through Ambition,
who are all pushing towards the same outcome, and driving the sector forwards.
• In short, it means a teacher training programme that will best support you to become an
excellent teacher who can make a difference from your first day in the classroom.
Components of Teacher Training Programs Empowering Educators and
Enriching Minds:
Teacher training programs incorporate several key components to offer exhaustive development
for educators. By incorporating these vital components, the government aims to empower teachers
with the skills, knowledge, and resources required to forge meaningful and impactful learning
experiences for their learners. Some of the key components found in the teacher training programs
are as follows:
i. Pedagogical Knowledge:
Teacher training programs emphasise equipping teachers with an in-depth understanding of
pedagogical theories and practices, including curriculum development, knowledge of instructional
strategies, lesson planning, and constructive teaching methods.

ii. Subject Matter Expertise:

Teacher training provides content-specific training to improve educators’ subject matter expertise,
ensuring they possess a rigid grasp of the concepts they teach.

iii. Classroom Management:

One of the significant concepts of teacher training programs is to enhance effective classroom
management to create a positive learning environment. These programs address techniques for
managing learners’ behaviour, establishing routines, promoting engagement, and fostering a safe
and inclusive classroom environment.

iv. Special Education and Inclusion:

Inclusive education is a priority concept of the teacher training program to manage modern
classrooms. Training programs for teachers provide strategies and insights to brace diverse
students, including those with special educational requirements, cultural differences, or
disabilities.

v. Professional Development:
Teacher training programs provide opportunities for teachers to engage in ongoing professional
development and conferences, attend workshops, collaborate with colleagues, and stay up-to-date
on the latest and best practices in education.
In this article

Impacts of Teacher Training:

The impact of teacher training is significant on both teachers and students, ultimately enhancing
the quality of education and imparting positive learning outcomes. The concept of teacher training
programs is to help educational institutions elevate the quality of education, empower educators
as agents of change, and significantly impact learners’ achievement and success. Some of the key
impacts of teacher training programs are:

i. Enhanced Teaching Skills:

Teacher training programs equip teachers with a wide range of pedagogical approaches,
instructional strategies, and classroom management techniques. This allows teachers to engage
students effectively, adapt to different learning styles, and create more dynamic and inclusive
learning environments.

ii. Improved Student Achievement:

Well-trained teachers possess the knowledge and expertise to deliver quality content
constructively, offer targeted support to struggling students, and challenge high-achieving
students.

iii. Increased Confidence and Job Satisfaction:

Teacher training programs provide teachers with the confidence and competence to tackle the
challenges of the classroom.

iv. Enhanced Classroom Management:

Teacher training equips teachers with strategies to manage student behaviour, establish routines,
and promote a positive classroom climate.

v. Professional Growth and Collaboration:

Teacher training programs offer opportunities to educators for professional growth and
collaboration. Educators can attend workshops and conferences, engage in continuous learning,
and exchange their ideas with colleagues to foster lifelong learning among educators.

Scope of Teacher Training in Education:

Professional commitment and the development of overall competencies of teachers. The quality
of pre-service education has improved with recent developments in pedagogical science . Teacher
education programmes consist mainly of pre-service teacher training with practically and
systematic training programmes for in-service teachers Teacher education has to become more
sensitive to the emerging demands from the school system. For this, it has to prepare teachers for
a dual role of; Encouraging, supportive and humane facilitator in teaching learning situations who
enables learners (students) to discover their talents, to realize their physical and intellectual
potentialities to the fullest, to develop character and desirable social and human values to function
as responsible citizens
An active member of the group of persons who make conscious effort to contribute towards the
process of renewal of school curriculum to maintain its relevance to the changing societal needs
and personal needs of learners, keeping in view the experiences gained in the past and the vital
concerns that have emerged in the light of changing national development goals and educational
priorities. Teacher Education has to comprise such features as would enable the student teachers
to;
• Care for children, and who love to be with them.
• Understand children within social, cultural and political contexts.
• View learning as a search for meaning out of personal experience.
• Understand the way learning occurs, possible ways of creating conducive conditions for
learning, Differentiate among students in respect of their pace and styles of learning.
• 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 teaching-learning 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.
• The objectives of teacher education would therefore be to,
• Provide opportunities to observe and engage with children, communicate with and relate
to children
• Provide opportunities for self-learning, reflection, assimilation and articulation of new
ideas; developing capacities for self-directed learning and the ability to think, be self-
critical and to work in groups.
• Provide opportunities for understanding self and others (including one‘s beliefs,
assumptions and emotions); developing the ability for self-analysis, self-evaluation,
adaptability, flexibility, creativity and innovation.
• Provide opportunities to enhance understanding, knowledge and examine disciplinary
knowledge and social realities, relate subject matter with the social setting and develop
critical thinking.
• Provide opportunities to develop professional skills in pedagogy, observation,
documentation, analysis, drama, craft, story-telling and reflective inquiry.
The current system of schooling poses tremendous burden on children. Educationists are of the
view that the burden arises from treating knowledge as a given‘, an external reality existing outside
the learner and embedded in textbooks. Knowledge is essentially a human construct, a
continuously evolving process of reflective learning. The new era requires a teacher to be a
facilitator of children‘s learning in a manner that the child is helped to construct his/her knowledge.
Education is not a mechanical activity of information transmission and teachers are not information
distributors. Teachers have to increasingly play the role of crucial mediating agents through whom
curriculum is executed. Teaching has been subjected to constant, varied pressure, both within the
world of education and in the broader context of society, and has undergone progressive changes
that define various types of teaching.
The first attempts to provide teacher training began to emerge in the 17th century, the focus was on
children and crime in major cities emphasized the need to educate the children of the working class
and establish schools (Gauthier and Tardif 1996). However, the increased numbers of children
requiring schooling created problems for teachers. The basic method in use, at least in small
schools, was “tutoring”, where the teacher called each child in turn to the front of the class. This
became impossible with an increase in class sizes, and a new method was needed. The teachers of
the time came up with an original solution:
• Teaching must be based on a method, and method is found in Nature. At the time, though,
Nature was seen as a supernatural entity, a perfectly ordered
 • Nature established by the Creator. We must follow Nature, said Comenius, but a nature as
perfectly regulated as a clock
• Teaching must be based on a method. It is important to mention two important facts. First,
there was a growing awareness that knowledge of the subject taught did not necessarily
make a good teacher, even if it remained a fundamental requirement, and that other types
of knowledge were needed to teach well. Second, it became clear that this knowledge could
be taught. At the time, the knowledge was mainly imparted through apprenticeship with an
experienced master. This formalization of teaching gave rise to a specific professional
model: traditional pedagogy.
• This uniform way of teaching, which can still be seen today, spread throughout the Western
world and even beyond, especially through the influence of various religious communities.

The new approach to education increases the need to professionalize the act of teaching. The
reform of the education system introduces several elements that will affect the role of teachers and
the nature and significance of the competencies required to teach. Briefly, these elements are:
increased autonomy for schools, an approach to learning that places the student at the heart of the
learning process, a competency-based approach to the design of teacher training programs, multi-
year cycles in schools, and the policy of adapting schools to the needs of all students.
Teacher effectiveness is the result of effective teaching. Aspects of effective teaching include:
 • Having a positive attitude.
• The development of a pleasant social / psychological climate in the classroom.
• Having high expectations of what pupils can achieve.
• Lesson clarity.
• Effective time management.
• Strong lesson structuring.
• The use of a variety of teaching methods.
• Using and incorporating pupil ideas.
• Using appropriate and varied questioning.

Competencies Required for a Teacher:

The following competencies are required for a teacher:

As Manger:
• To plan and deliver activities that meet students requirements and interest.
• To develop skills of time management, classroom management, and material management.
Teachers play a crucial role as managers in the classroom setting. They are responsible for creating
a positive and productive learning environment, managing resources effectively, and ensuring
smooth operations within the classroom. As managers, teachers establish clear expectations and
guidelines for behavior and academic performance. They set goals and objectives for their students
and create lesson plans to guide instruction. By effectively managing their time and resources,
teachers ensure that they cover the necessary curriculum and provide ample opportunities for
student engagement and learning.
Teachers also manage classroom dynamics and promote a sense of community and inclusivity.
They foster positive relationships with their students, encourage collaboration, and address any
conflicts or challenges that may arise. By creating a supportive and respectful classroom
environment, teachers facilitate effective communication and enhance the overall learning
experience for their students. Additionally, teachers manage the assessment and evaluation
process. They design and administer tests and assignments to measure student progress and
provide feedback on their performance. By analyzing this data, teachers can identify areas of
strength and areas that need improvement, enabling them to tailor their instruction to meet the
individual needs of their students.
In summary, teachers play a multifaceted role as managers in the classroom. They create a
conducive learning environment, manage resources effectively, foster positive relationships, and
assess student progress. Through their management skills, teachers ensure that students have the
best possible learning experience and maximize their academic potential.

Facilitator:
• To facilitates learning by being creative and organized in planning daily classes.
• To plan appropriate programme for exceptional students those who need extra help.
As a facilitator, a teacher guides and supports students in their learning journey. Rather than being
the sole source of information, the teacher creates opportunities for students to explore, discover,
and construct knowledge themselves. Teachers as facilitators encourage active participation and
engagement from students. They design activities and lessons that promote critical thinking,
problem-solving, and collaboration. By fostering a student-centered approach, teachers empower
students to take ownership of their learning and become independent thinkers.
In this role, teachers also provide guidance and support to students. They ask thought-provoking
questions, offer resources, and facilitate discussions to deepen understanding and encourage
reflection. By creating a safe and inclusive environment, teachers ensure that all students feel
comfortable expressing their thoughts and ideas. Furthermore, teachers as facilitators adapt their
teaching methods to meet the diverse needs and learning styles of their students. They differentiate
instruction, provide individualized support, and offer opportunities for students to explore topics
of interest. By recognizing and valuing each student’s unique strengths and abilities, teachers
create a nurturing and inclusive learning environment.
In summary, as facilitators, teachers empower students to become active participants in their own
learning. They create engaging and interactive experiences, provide guidance and support, and
adapt their teaching methods to meet the diverse needs of their students. By embracing this role,
teachers foster a love for learning and help students develop the skills they need to succeed in an
ever-changing world.

AS Evaluator:
• To continue to set and correct homework.
• To evaluate students’ progress and discuss results with students, parents and other teacher.
• To participate in staff meeting, workshops for continuing professional development.
As an evaluator, teachers assess student learning and provide feedback to guide their progress.
They use various assessment methods to measure student achievement, such as tests, quizzes,
projects, and observations. Teachers analyze student performance to identify areas of strength and
areas that need improvement. They evaluate students’ understanding of concepts, application of
knowledge, and mastery of skills. By assessing student work, teachers can determine if the
instructional strategies and materials are effective and make adjustments as needed.
In addition to evaluating student performance, teachers provide constructive feedback to help
students grow and develop. They offer specific and actionable suggestions for improvement,
highlighting areas where students excel and offering guidance on how to enhance their
understanding or skills. Teachers also use assessment data to inform their instructional decisions.
By analyzing student performance, they can identify areas where additional support or enrichment
is needed. This allows them to tailor their teaching to meet the individual needs of their students
and provide targeted interventions or extensions.
Overall, the role of a teacher as an evaluator is to assess student learning, provide feedback for
improvement, and use assessment data to inform instructional decisions. By evaluating student
performance and offering constructive feedback, teachers help students progress and achieve their
full potential.

As guide and counselor:

• To give guidance for the development.
• To act as role model.
• To prepares for secondary school.
As a guide and counselor, teachers provide support and guidance to students beyond just academic
instruction. They serve as mentors, helping students navigate their educational journey and
personal development. In the role of a guide, teachers assist students in setting goals and creating
a path to achieve them. They help students explore their interests, talents, and aspirations, and
provide guidance on the educational opportunities available to them. Teachers offer advice on
course selection, career paths, and college or job applications, helping students make informed
decisions about their future.
As counselors, teachers provide a listening ear and offer emotional support to students. They create
a safe and supportive environment where students feel comfortable discussing their concerns,
challenges, and personal issues. Teachers may offer guidance on managing stress, developing
resilience, and building healthy relationships. They may also refer students to appropriate
resources or professionals when needed. Teachers as guides and counselors also foster a sense of
belonging and community within the classroom. They promote positive social interactions,
encourage empathy and understanding, and address conflicts or issues that may arise among
students. By creating a nurturing and inclusive environment, teachers help students develop social
and emotional skills that are essential for their overall well-being.
In summary, as guides and counselors, teachers provide support and guidance to students beyond
academic instruction. They help students set goals, explore their interests, and make informed
decisions about their future. They also offer emotional support, create a sense of belonging, and
promote social and emotional development. Through their guidance and counseling, teachers play
a vital role in shaping students’ overall growth and success.

Self-awareness:
• Socially warm and friendly.
• Intellectually love for teaching.
• Confident.
• Accept challenges.
Teachers play a crucial role in fostering self-awareness in students. By creating a supportive and
inclusive learning environment, teachers help students develop a deeper understanding of
themselves, their strengths, weaknesses, and emotions. Teachers encourage self-reflection by
providing opportunities for students to explore their interests, values, and goals. They may engage
students in activities that promote self-discovery, such as journaling, self-assessments, or group
discussions. Through these activities, students can gain insights into their own abilities,
preferences, and areas for growth.
Teachers also help students recognize and manage their emotions. They create a safe space where
students feel comfortable expressing their feelings and thoughts. By teaching emotional
intelligence skills, such as self-regulation and empathy, teachers support students in understanding
and managing their emotions in a healthy and constructive manner. Furthermore, teachers promote
self-confidence and self-esteem by recognizing and celebrating students’ achievements and efforts.
They provide constructive feedback that helps students recognize their strengths and areas for
improvement. By fostering a growth mind-set, teachers encourage students to embrace challenges
and view setbacks as opportunities for learning and growth.
In summary, teachers play a vital role in promoting self-awareness in students. They create a
supportive environment that encourages self-reflection, emotional intelligence, and self-
confidence. By helping students understand themselves better, teachers empower them to make
informed decisions, set meaningful goals, and navigate their personal and academic journey with
greater self-awareness.
Professionalism:
• To be specialist in subject.
• Having in-depth and update knowledge.
• Having appropriate teaching skills.
• Using innovative methods of teaching.
• Diagnostic skills.
• Communication skills.
• Understand the need and Characteristics of students.
• Planning.
In the role of professionalism, teachers demonstrate a high level of competence, integrity, and
dedication in their work. They uphold ethical standards and maintain a positive and respectful
attitude towards students, colleagues, and the profession as a whole. Teachers exhibit
professionalism by being punctual and prepared for their lessons, ensuring that they have a well-
structured and engaging learning environment for their students. They communicate effectively
and professionally with students, parents, and colleagues, fostering open lines of communication
and collaboration.
Teachers also prioritize professional development, continuously seeking opportunities to enhance
their knowledge and skills. They stay updated with the latest research and best practices in
education, incorporating innovative strategies and technologies into their teaching.
Professionalism in teaching also entails maintaining confidentiality and respecting the privacy of
students and their families. Teachers handle sensitive information with care and adhere to legal
and ethical guidelines regarding student records and data. Furthermore, teachers demonstrate
professionalism by being fair and impartial in their assessments and evaluations. They provide
timely and constructive feedback to students, ensuring that their assessments are based on clear
criteria and standards.
Lastly, teachers are role models for their students. They exhibit professionalism by modeling
positive behaviors, such as honesty, responsibility, and respect. They promote a culture of
inclusivity, diversity, and tolerance in the classroom, treating all students with fairness and
dignity. Overall, professionalism in teaching encompasses competence, integrity, dedication,
continuous improvement, effective communication, confidentiality, fairness, and being a positive
role model. By embodying these qualities, teachers create a professional and supportive learning
environment that fosters student growth and success.

Social:
• To develop interpersonal and interactive skills.
• To have leadership quality.
• Inspired people.
• Love and kindness for other.
Teachers and education are closely related to each other. But, what does teacher education stand
for? What is the definition of teacher education? This blog will throw light on the concept of
teacher education and the importance of teacher education. The major aim of teacher education is
focused on imparting training to the teachers, with the main purpose of achieving effective
academic outcomes. As we all know, teachers play an important role in the effective growth and
development of the students. Therefore, to ensure that teachers are doing their duties up to the
required standard, it is important for them to enhance their skills and qualities. A holistic
advancement is necessary and as we have mentioned time and again, teaching and learning go
hand in hand. Both are counterparts. One cannot exist without the other. The major role of teachers
is not just to achieve the desired goals and objectives of the educational institutions but also to
promote the welfare of society. They play a key role in shaping the future generation and that is
why teacher education is necessary.

Needs of Teacher Training in Education:

The important needs and objectives of teacher training in education are as follows:

1. To impart knowledge about the subject:

Though teachers have undergone enough education on the subject that they teach, a little extra will
not do any harm. Every day, new things are discovered and since the world is changing at a rapid
pace, there might be new theories and techniques that teachers need to pay attention to and teacher
education will help in that.

2. To help them create a safe learning environment:

Teacher education is not just about subject matter knowledge and textbook knowledge. It is beyond
that. It helps teachers understand what kind of communication they should adopt in the classroom,
what kind of learning environment to create, and likewise. For first time teachers and even for
experienced teachers, a fresh perspective on how a classroom should be is a great way to reduce
conflicts and confusion.

3. Understanding child psychology:

As mentioned, every child is different and their way of learning is different. An understanding of
the way a child’s mind work will help teachers to make learning effective. Teacher education will
cover various aspects of child psychology and will give teachers a basic understanding of the same.

4. Reshaping the attitude towards teaching:

Teaching is a divine profession and it is not just about talking about what the textbook says.
Children look up to teachers and get inspired by the teachers. Teachers should feel responsible and
must understand that they are shaping the future generation. Teacher education helps to convey
this and mold the right attitude in teachers.

5. Problem management and Conflict resolution:

Being a teacher is not an easy job. There are countless things that can go wrong in the classroom.
From silly fights between students to grave misunderstandings, the issues can be many. Teachers
must know how to tackle these issues and keep the decorum of the classroom intact. The concept
of teacher education covers this realm.

6. Boosting Confidence in Teachers:

Confidence is very important for teachers. They need to face a class full of students and then
convey the concepts. Teacher education also talks about techniques with which teachers can boost
their confidence. Teacher education helps teachers with body language and posture. In addition to
this, teacher education also helps teachers understand how they can use various visual aids and
other teaching tools to increase interest in the classroom. Teacher education is important because
it helps teachers to develop their skills.
• Developing skills- As mentioned earlier, teacher education helps to develop teachers’ skills
such as communication and management. To build a strong classroom community it is
important to have strong communication skills.
• It helps to enhance knowledge about the students and parents.
• Classroom management techniques become better and can be developed through teacher
education
• Teacher education helps with the necessary upskilling. For instance, teaching has now
moved online. Technological know-how is necessary to ensure that online classes move
seamlessly.
• Teacher education introduces new teaching methodologies and strategies for teachers.
Since every kid is different, different teaching strategies have to be employed in the
classroom to ensure that learning is effective.
• Conclusion
• Parents expect their children to get a good quality education. In order to ensure quality
education, we need qualified teachers who go beyond the set standards and go the extra
mile. Teacher education programs are specially designed to increase efficiency and
effectiveness inside the classroom.

Q.2:
Examine the role of teacher in the light of Quran and Hadith.

Answer:
Allah and His Prophets teach us to be obedient and listen to our teachers in order to be successful
in life. Teachers are those people who are not kings themselves but who make others kings. Islam
lays great emphasis on knowledge. Our teachers, our educators, and our masters make us what we
dream about. Islam has paid considerable attention to teachers and has granted them one of the
highest ranks in society. Allah says:
“Indeed, Allah orders you to render the trusts to their owners, and when you
judge between the people to judge with justice. Indeed, Allah excellently
advises you with it. Indeed, Allah is All-Hearing, All-Seeing.”
(Surah An-Nisa 4:58)
All the Prophets played the role of a teacher by teaching and guiding their nations towards the
religion of Allah and righteousness. This automatically raises the status of teachers to greatness,
since it was the profession of the Holy Prophets. The Prophet cared for teachers and showed their
elevated standings. Teaching is one of the most respectful and valuable professions in the world.
In religion Islam, this profession has more importance as our beloved Prophet Muhammad (SAW)
introduced himself as a teacher. Allah says:
“We sent among you a Messenger from you (who) recites to you Our verses
 and purifies you and teaches you the Book and the wisdom and teaches
you what not you were knowing.”
(Surah Al-Baqarah, 2: 151)
Teaching is one of the most respected and valued professions in the world. A teacher is always
considered a highly honoured person in every religion. No matter from which religion or society
you belong, you always show respect and honour to people who teach you things. Especially in
Islam, a teacher has the highest rank among all professions. It is like Sadqa Jariyah because when
you teach something to someone, that knowledge goes to longer terms. Allah says:
“And obey God and His Messenger, that you may receive mercy.”
(Surah Al Imran 3:132)
Islam has given a lot of importance to a teacher. There is a famous saying of Hazrat Ali (RA) in
which he said that if a person teaches me one single word, he has made me his servant for a lifetime.
A teacher is the person who shapes the personality, opens one’s mind and guides him or her towards
the right path; in short, a teacher helps in moulding a person’s personality as well as character. The
role of a teacher is really significant in Islam:
• A teacher is responsible for forming the student’s personality.
• A teacher emphasizes their rights on various occasions.
• A teacher is happy when their student succeed in life.
• A teacher has great importance in building a nation.
• A teacher helps learners to fulfil their potential.
• A teacher has a positive impact on their pupils.
• A teacher helps the child to resolve problems.
• A teacher has a significant role in Islam.
• A teacher helps us remember Allah.
• A teacher acts as a mentor.
• A teacher acts as a role model.
• A teacher has great value in Islam.
• A teacher is often likened to the parent.
• A teacher loves teaching their students.
• A teacher has a high rank in the society.
• A teacher is a good influence on children.
• A teacher builds a friendly class environment.
• A teacher grooms a child and makes his personality.
• A teacher should not discriminate or give preference.
• A teacher is the most influential person in the society.
• A teacher ensure fairness in his dealings with the students.
A teacher is the person who not only shapes you but also grooms you, looks after you, teaches
you everything you need to know and loves you like your own parents. Not only the society but
also our religion, Islam, emphasizes the importance of teachers. Teachers play the most
significant role in a student’s life. Starting from a really young age, a teacher grasps the student’s
finger and takes him or her to the point where he or she is successful. Allah says:
“May our Lord send them a messenger from among them who recites
 Your revelations, teaching them the Book and wisdom, and purify
them. You are the Almighty, the Wise.”
(Surat Al-Baqarah 2:129 )
A teacher himself is only a teacher but has the capacity to teach us everything. The importance of
teachers cannot be mentioned in a word, a paragraph or even an essay. According to Islamic
teaching, anyone who conveys a single good message becomes a teacher to the other person. This
is why it is necessary to spread good and help people remember Allah.
• A teacher teaches the person so he has some rights some of them are mentioned below:
• Teachers should have freedom of expression, obstacles and intervention should be cleared
• Teachers should acquire and utilize learning facilities and infrastructure
• Teachers should get good treatment to make their job easier
• Teachers should have freedom in giving judgment
• Teachers should get physical and spiritual needs
• Teachers should get respect from other people
• A teacher is the spiritual father of the student
• Teachers should have freedom in giving judgment
• Teachers should get physical and spiritual needs
• Teachers should get good treatment to make their job easier
• Teachers should acquire and utilize learning facilities and infrastructure
• The teacher is the one who provides spiritual nourishment and improves the behaviour of
learners
• Teacher lead his pupil means it’s the duty of the teacher to make his student smarter and
have a good Akhlaq
• We need to respect the teacher who is willing to give us the knowledge
• We should appreciate teachers for their great work. We get rewards and appreciation
Teaching is a profession that is respected by all religions and all societies of the world and a teacher
enjoys a status higher than many individuals of the community. Islam teaches us to respect our
teachers, listen to them and be dutiful. Islam tells us how our teachers consume themselves to pave
the way for their students. A good teacher is one who will put in an effort no matter what the
situation is and light the way for his students in every situation and circumstance. Allah Almighty
says in the Holy Book Quran:
“I do believe in your Lord, so listen to me.” (Quran,36:25)
“He (Allah) taught man what he did not know.” (Quran,96:5)
“We will make you recite, and you will not forget,” (Quran,87:6)
“Nothing on earth or in heaven is hidden from God.” (Quran,3:5 ).
“Such people are guided by their Lord and are successful.” (Quran,2:5)
“Allah elevates to high positions those from amongst you who are
faithful and those who have acquired knowledge.” (Quran, 58:11)
Islam focuses and emphasizes the respect of teachers so much. A teacher is the person who shapes
the personality, opens one’s mind and guides him or her towards the right path, in short, a teacher
helps in moulding the person’s personality as well as the character. Teachers play the most
significant role in a student’s life. Allah says:
“God makes it all good news for you so that your hearts will be at peace
 in Him. Victory is only from God, the Almighty, the Wise.”
(Surah Al Imran 3:126)
Allah gives teachers the second-highest rank after our parents because they are the reason we learn
and be what we want to be. Allah assists him in achieving his or her goals. Our teachers, our
educators, and our masters make us what we dream about. They tell us the difference between right
and wrong. So, it is our duty to respect them and do as they say. Allah says:
“We have not taught him poetry, nor is it fitting for him. This ˹Book˺
is only a Reminder and a clear Quran.”
(Surat Ya-Sin 36:69)
Seeking knowledge is a duty that is imposed upon every male and female Muslim. It is most surely
that Allah loves seekers of knowledge. Islam focuses and emphasises the respect of teachers so
much. And it is our duty as Muslims to respect, value and obey our teachers to earn Heaven
(Jannah) ultimately. Islam teaches us to respect our teachers, listen to them and be dutiful. Teaching
is one of the most respectful and valuable professions in the world. In Islam the profession of
teacher has more importance as our beloved Prophet Muhammad (SAW) introduced himself as a
teacher. Teachers are one of the most influential people in society and have great importance in
modern society. Teachers bear the responsibility of molding student’s personalities and educating
them. Teachers are considered the most honoured person in every religion. Due to the important
role of teachers, Islam has granted high status and rights to teachers. Islam has paid great attention
to teachers for their being the first brick in the structure of social development and perfection and
the cause of guiding and developing behaviours and mentalities of individuals and communities.
Prophet Muhammad (SAW) has said that, “Sleep of a Scholar is superior to one thousand Rakat’s
of prayers offered by a devout person.” To understand the rank of teachers from the Quote of
Hazrat Ali (RA) in which He (RA) stated that: “If a person teaches me one single word, he has
made me his servant for a lifetime.” The teacher is considered the profound father in Islam. All
Prophets were the teacher that sent before Prophet Muhammad (SAW) and obviously, Prophet
(SAW) was also the great teacher for all mankind. Prophet Muhammad (SAW) teaches us how to
worship Allah, how to implement teachings of the Quran in our daily lives and many other things.
Islam lays great emphasis on knowledge. At numerous times and instances, Almighty Allah
ordered the Muslims to acquire knowledge and learn. Islam lays so much stress on seeking
knowledge and also on giving the respect to the ones who imparted knowledge. That’s why
teachers have the highest status in Islam. In Holy Quran Almighty Allah says:
“Allah elevates to high positions those from amongst you who are faithful
and those who have acquired knowledge”
(Quran, 58:11).
There is a difference in acquiring knowledge, understanding knowledge, and education targeting
literacy. Personal guidance can mean a lot to a student if they have confidence in the material and
teaching methods of their teacher. In short, we should know respect and become closer to the
teacher who is willing to give us education and knowledge. To increase the rate of literacy among
Muslims, the Prophet (SAW) utilized the services of even the non-believers of Mecca, i.e. prisoners
of Badr. Knowledge must be of truth and reality or of what the Qur’an calls Haqq (Truth).
Unfortunately, the Muslim World has confused knowledge with literacy. The dilemma is that we
are utilizing our resources to increase the rate of literacy rather than acquiring knowledge, even
then we fail in it. A teacher must possess the abilities of motivation, dedication, encouragement
and a caring nature. He should be fair and respect his students to establish a strong interaction. He
must be enthusiastic and enhance the confidence of students to work unsupervised. He should
enhance their ability to conceptualize and utilize their skills, professionally as well as in daily life.
Personal guidance can mean a lot to a student if they have confidence in the material and teaching
methods of their teacher. In short, we should know respect and become closer to the teacher who
is willing to give us education and knowledge.
“Teach others; make things easy, not difficult. When any of you is in a state
of anger, let him keep silent.”
(Al-Bukhari) .
Every religion guides about the importance of education and teacher. Religious teaching is
important in education because children gain many things from these teachings they come to know.
Education is an attempt to develop the potential given by God to humans, such as developing the
mind, structuring behavior, regulating human relations with the human God and humans.
Respecting your teachers just like you respect your parents is what Islam has taught us. The status
and respect of teachers are so high in our religion Islam that our teachers are given the status same
as our parents. Teaching is one of the noble jobs of society. A person who teaches us deserves all
the respect and admiration. Any person who even teaches us a single word becomes our teacher.
There is a quote by Hazrat Ali (R.A) which helps us in understanding the status of a teacher: “If a
person teaches me one single word, he has made me his servant for a lifetime.” This shows the
level of respect for teachers in Islam. Teachers are the ones who help in shaping the personality of
individuals; they teach us about good and bad things in life and play a vital role in making this
society a better place. Many a time The Holy Prophet (PBUH) has told us about the high status of
teachers in Islam. The Holy Prophet (PBUH) once said:
“The best of you are the students of the Qur’an and the teachers of it”.
[Sahih Al-Bukhari, Book of Virtues of the Quran, Hadith: 5027]
Islam being the religion of love, harmony, peace, and justice has given rights to every person in
society including teachers as well. This rights are as follows:

i. Appreciation:
Teachers are hard-working people in society. They invest their time and energy in making the
personality of others. They do efforts in making us a better person. They tell us about practical life
and how it should be led. They deal patiently with all the students and help them solve their issues
therefore every teacher in society must be appreciated and get recognition for their uncountable
efforts.
ii. Respect:
Religion Islam is the religion that teaches us about giving love, affection, and respect to each other.
Teachers in society are on higher ranks and deserve all our respect. Those who honours and respect
their teachers advance in life. Imam Jaffar Sadiq highlighted the subject of respect for teachers by
saying:
“On the day of judgment Allah will be pleased with a person who honours
and respects a Muslim scholar, and he will be annoyed with one who
insults a Muslim scholar.”
This shows that even ALLAH (SWT) likes those who respect their teachers and dislike those who
don’t show any respect or admiration for their teachers.

iii. Equality:
Every teacher should be considered the same and must be treated with equality. Every person who
is teaching us the right things and helping us to do the right deeds must be treated equally regardless
of age, race, caste, or gender. A person who has taught you all the books doesn’t need to be your
only teacher a person who has even helped you in learning a single good deed or instilled a single
habit in your personality is also your teacher and he or she must also be treated just the way you
treat your other experienced and qualified teachers.

iv. Freedom of Expression:

The teachers teach us through their words and actions. Teachers should be given the right of
expressing their thoughts because they have a huge responsibility of sharing their knowledge with
others which can only be done when they have the liberty to spread their knowledge with their
words and deeds. This way they can help the students to learn better and to understand better.

v. Right to Lead:
Teachers have the responsibility of spreading knowledge to the people. Our religion has given
them the right to lead. A teacher has all the right to lead his students because this way he can make
them better persons by telling them about the reality of life and how to deal with the situations of
life. The Holy Prophet (PBUH) was also sent to this world as a teacher. He taught us about the
reality of life and even taught us the meaning of our existence in this world. The Holy Prophet
(PBUH) is our first teacher who with his action and words taught us about the teachings of Islam
and how ALLAH (SWT) wants us to lead our lives.
It is our responsibility to treat the teachers with respect, politeness, and affection and we should
try our best to fulfill the rights of our teachers because just like another thing we will be answerable
to ALLAH (SWT) for our behavior and attitude towards teachers also. Islam is a complete code of
life, which is covering almost all areas of daily life and providing guide lines to the followers what
to do? And how to do? In a particular situation. It provides complete solution how to handle the
problem. Islam is religion, which has awarded the status Of prophet to the teachers and has given
number of commands about the rights of the teachers. It is written in the Holy Quran, Surah An-
Noor aayah 63:
“Do not make the calling of the teacher among you as you
are calling one of another.”
The verse confirms the status of a teacher in society, means Islam has given respectable place to a
teacher in society and the followers are advised that they should call their teachers respectfully
they should not call their teachers in a way as they are calling each others. In Islamic world, the
prophets of Allah were all instructors and teachers for mankind. The Holy Quran considers one of
their responsibilities to do instruction and teaching. As it is written in the Holy Quran that prophets
of Allah were the teachers, this statement indicates that the teachers are having equal status to the
status of the prophets. As prophets were being respected by their followers the teachers should also
be paid the equal amount of respect. The Holy Prophet Muhammad (PBUH) said,
“Seek knowledge and train to be dignified and calm while seeking knowledge,
and humble yourselves with those whom you learn from” .
(Tabaraani).
This statement is having a kind of advice for the students that they need to be respectful and polite
with their teachers. They need to control their volume while speaking before their teachers; they
have to keep their eyes down when they are talking with their teachers. The Holy Prophet
Muhammad (PBUH) said,
“O Allah! Do not let me reach a time during which scholars are not followed,
and honourable people are not respected”
 (Ahmed).

This saying of the Holy Prophet (PBUH) shows that he (PBUH) disliked the negative attitude of
someone towards teachers, he (PBUH) wished not to see that time when people will not have
respect for the teachers or scholars. Hazrat Ali (May Allah be Pleased with Him) gave a
comprehensive and complete advice concerning the rights of the teachers or scholars upon students
said in his second Khutbah,
“One of the right of the scholar is that you greet people generally and then
greet him with a special greeting; sit in front of him; do not point with your
hand in their presence, nor wink with your eye; do not quote someone else
who said opposite of what he said; do not backbite anyone in his presence;
do not grasp him by garment; do not insist for answers when he becomes
tired; do not ever feel you have accomplished him enough, because he is like
a palm tree from which people wait for fruits to drop from”.
The above statement of Hazrat Ali (May Allah be pleased with Him), we find number of instruction
about teachers, how do we need to talk with them, where do we need to sit while talking with them,
how do we need to behave before them? Moreover it is said that we should not inform the teachers
about those negative statements or comments which could be used by other for them. A teacher is
compared with the palm tree, as he/she is giving dates/fruits to those who come to them, therefore
it is said we should not disturb them when they are tired and it also commanded in the statement
we should not touch their garments. This is the sign of high status of a teacher in society. Further
Hazrat Ali (R.A.) said:
“One who taught me a single word, made me his slave.”
The quote of Hazrat Ali (R.A) teaches students that how much respect they need to pay to their
teachers. He (R.A) says that we need to consider our teacher our master and need to behave just
like a slave before their teachers, as a slave do not speak before the master and remain quite, in the
same way the students need to be quite before their teachers and pay respect to them.
Imam Zain-ul-‘Abidin says,
“The right of your instructor is dignifying him and committing to solemnity
in their classes and good listening and attending. You should provide for your
instructor with mental presence and conceptual attendance and heart retaining
and sight propinquity. The way of all these is laxness of desires and confine of
lusts. You must understand that you are the emissary of what you have been
received to the ignorant you may meet. Then, you should convey properly and
never breach the mission if you should perform.”
The Holy Prophet (PBUH) said,
“He is not of us who does not respect our elderly, is merciful to our youth,
and knows the rights of those who teach us”.
(Al-Albani Declared it Hasan).
This statement the Prophet (PBUH) means that a person or student, who is disrespectful to the
teacher, cannot be called Muslim. It means that if someone wishes to be called a Muslims or
claiming to be a Muslim then that person needs to be respectful to the elders or teachers, on the
other hand who is not respectful will not call him a Muslim. Our righteous predecessors greatly
emphasized on respect and kindness to their shuyookh (plural of sheikh/teacher). A famous saying
from many of the righteous predecessors is:
“I am a slave to him who taught me a letter.”
This is the statement which says that we need to act before teachers just the slaves’ act or remain
silent before their owners. The slaves say nothing in response to the order given by their owners.
Sometimes it was observed in past the if the masters were little harsh with their workers (slaves)
then still they were found obedient or respectful before their masters and this is the attitude being
expected from the Muslim students.

Responsibilities of Teachers:
Although teachers are given high status in the society but at the same time some responsibilities
are also assigned to the teachers, which they are supposed to consider by performing their duties.
The Holy Quran and the Hadiths give number of instructions to the teachers.
“As part of the mercy of God, you deal with them gently; if you
were severed and hard-hearted, they would have broken away
from you.”
(Al-Imran, 3:159)
This verse of the Holy Quran is having guideline or a piece of advice for the teachers and teachers
are asked to deal students gently, they are asked to have kindness for them because if you will be
harsh with them then they will not come to school and will be fed up. If we see the modern era
theories about attitude of teachers for students, it is recommended that the teachers need to “deal
the students with love not punishment”, this theory is introduced by the West just fifty years back
but this was shared in the Holy Quran centuries back but this the bad luck of our nation that the
teachers in Pakistan are not following the instructions given in the Holy Quran that is why
Pakistani children have interest in studies, they do not want to go to schools just because of the
attitude of the teachers. The Holy Prophet (PBUH) said;
“Teach without chiding. Teachers are preferable to the scolders.”
He also said, “Use leniency to those whom you teach and those
who learn you.”
The above comments of our Prophet (PBUH) are providing guideline to teachers that how do they
need to treat their students, it is clear from the statement that teachers should not blame their
students and teachers and are asked to be lenient with their students, means if your students do
mistake then you need not to be harsh with them. He the Prophet (PBUH) is reported to say;
“Teachers who have three students- of different social classes- and do not
treat them equally, will be in the line of the traitors on the Resurrection Day.”
It is been observed that sometimes teachers become little unfair with their students, they give
favours to those students who are close to them or who give extra benefit or who are taking tuition
from them or who belongs to same religion. But it quite clear from the above statement that
teachers should not do any kind of discrimination in any of the cases discussed above. But teacher
in Pakistan are indulged in such types of discriminations that is the reasons that our students are
not interested to come to school or having no interest in the studies because of the prevailed
favouritism of the teachers and it has destroyed the whole education system of Pakistan. Ibn
Maskub said;
“Pupils should be praised and rewarded for any good manner and favourable
act they show.”
This is another problem present in our educational system that it has been quoted by number of
writers or complained by the students that the teachers are too much scared in given marks to the
students or giving them appreciation when they display good behavior and when they show well
mannered attitude in the class. If the teachers will start appreciating students in such case then
surely students will attend the school or the class and will take interest. The teachers’ response to
the well mannered students will provide motivation to the other students present in the class and
they will change themselves with the passage of time. The teacher is given more important than
the books. Imam al-Shafi’i, the famous jurist, said:
“Whoever learns from books will miss the required achievement” (lbn Jumah, p.87).
Imam Al-Ghazzali, one of the most outstanding Muslim scholars and teachers of all time, regards
the first duty of a teacher to accept the child unconditionally as his own. He quotes the saying of
our Nabi Muhammad (SAWS):
“I am to you like a father who desires to save his child from the fires of hell,
which is more important than any of the efforts of parents to save their
children from the fires of earth.”
If we read the statement of the Holy Prophet (PBUH) and the statement of Imam Al-Ghazaali, we
learn that a teacher needs to consider a student his/her son/daughter. As the Holy Prophet (PBUH)
has given his own example that as I am saving you from the hardships or fires of Hell as I am your
teacher therefore in the same way you (teachers) need to save your students from the hardships of
the world by providing them knowledge to tackle the problems. But it has been quoted and
observed by number of writers that teachers in Pakistan are not equipping the students with such
armours, which could help them to deal with the hardships in lives. Teachers at Muslim schools
must struggle to cultivate God-consciousness in their students as well as knowledge, understanding
and appreciation of the Sunnah of the Prophet Muhammad (PBUH) said:
“And speak nicely to people.” (Qur’an, 2:83)
The quote teaches us that teachers need to be careful while speaking with their students, they need
to choose proper, suitable and respectable words for their students, and they should not use such
words which heart them or which could become the reason of depression or bring lack of
confidence in the students. But this the bad luck of our nation that some teachers also use very
rough language with their students which is ultimately effecting on the learning or confidence of
the students, that could be one of the reason that we are unable to see any kind change in behavior
of our students. It is written in the Holy Quran that;
“Show forgiveness, enjoin what is good, and turn away from the foolishness.”
(Qur’an, 7:199)
It is an advice for the Muslims or the believers that they need to forgive others. But has been
observed that some teachers become too much harsh with their students when they do any kind of
mistake, moreover they do not forget any wrong action taken by the students and continue to treat
them for their wrong action. It should be their utmost duty to forgive their students if they do any
kind of mistake. At another place in the Holy Quran it is said:
“And verily, whosoever shows patience and forgives that would truly be
from the things recommended by Allah” (Qur’an, 42:43)
It means that if we show patience and forgive others that could do the right action being expected
by Almighty Allah. This means teachers need to show patience and they need to forgive their
students in case if they do any kind of mistake they should not give corporal punishment to their
students if their behavior is not up to the mark.
“Blessed is He in whose hands are the Kingdom – who is powerful over
everything – who has created death and life, so that He might test you
as to which among you is good in conduct.”
(Al-Mulk 67: 1-2)
The above verse of the Holy Quran teaches us that our conduct should be very good, if we want to
get Almighty Allah’s favors or blessings. This verse teaches to the teachers that they have to show
good conduct in the institute premises, because teachers are model for the students. Students try
to copy their teachers. If teachers of any nation will not show good conduct then surely we cannot
expect that nation will develop or get progress in the world.
“The true servants of the Most Merciful are those who behave gently and
with humility on earth, and whenever the foolish quarrel with them, that
reply with (words of) peace.”
(Al-Furqan)
The above verse of the Holy Quran gives us the message of mercifulness and advises us that we
should not treat foolish in the same way as they treat you. This means that your students sometimes
behave in such a way which is not required then teachers need to teach them in humble manner.
Because it has been found by the research scholars that if, we treat students humbly, and then our
response will bring change in their behavior.
“My Lord has commanded justice….” (Surat al-A ‘raf, 29)
This verse of the Holy Quran teaches us that there should justice in the society; we should not keep
any kind of the discrimination in the society. This verse gives message to the teachers that they
should have same measure for all of their students; they should not use different measures for
different students, which indicate their discrimination in the class. That could be one of the reasons
for the students’ lack of interest in their schools. Students will not like to go to that school or class
where they find injustice.
“…and be patient. Indeed, Allah is with the patient.” (Al-Anfal 8:46)
In this verse of the Holy Quran the Muslims are asked to remain patient because Allah will help
those who will show patience through thick and thin of their life. The teachers of present era need
to inculcate this attitude in their behavior, when they go to take their class. They need to keep in
their mind that students are children and as children are not grown up people any mistake could
expected from them therefore they need to be patient and sympathetic with their students in case
if they do any mistake.
“And seek assistance through patience and prayer…” (Al-Baqarah 2:45)
This verse of the Holy Quran again teaches us patience and the believers are advised to seek
assistance through patience and prayers. It means that teachers need to pray if they find any kind
of difficulty in the practical life. They should pray for those students who are not behaving as per
the requirement in their classes; they should not take the law in their hand.
“By time, indeed, mankind is in loss, Except for those who have believed and
done righteous deeds and advised each other to truth and advised each other
to patience.”
(Al-Asr 103:1-3)
The above verse of the Holy Quran has two messages for us, which are patience and truth. It means
that we need to be truthful in our lives, we should not tell a lie as it is not right in the eyes of
Almighty Allah. The above verse teaches us that those who do wrong in the lives they will be in
loss, means almighty Allah will treat them as per their deeds.
“Only those who are patient shall receive their reward in full, without
reckoning (39:10)
This verse of the Holy Quran gives us message of reward which will be awarded to those who will
remain patient in their lives. This means that while teaching in the classes if students responses are
not as per the requirement then teachers needs to remain polite with the students and should show
patience and should let Almighty to do justice, then surely they will get reward as per promise of
Allah with the mankind that reward will be unlimited.
“And do not mix the truth with falsehood or conceal the truth while
you know.” (Al-baqarah 2:43)
This verse of the Holy Quran gives us message that we need to speak truth in all circumstances,
we should not try to mix any other thing with the truth, which could change it meaning. We need
to give true and complete message to the new generation who come to take education or knowledge
from you. But those teachers who do not fulfill their duties in delivering their full and complete
knowledge to the students they will be held responsible on the Day of Judgment.
“O you, who has believed, fears Allah and speaks words of appropriate
justice.” (Al-ahzab 33: 80)
This verse of the Holy Quran gives message to the believers that they need to keep fear of Almighty
in all walks of their lives. They should keep justice in their lives, should not let injustice to prevail
in the society. If we treat other with justice then our action will show that we have fear of Allah.
Those who have fear of Allah are wise people. It means teachers need to be careful when they take
any action during the duty time, if they do not keep justice in their class then their action will show
that they do not have fear of Almighty Allah.
“O you, who has believed, fears Allah and be with those who are true.”
(Al-Taubah 9:119)
This verse of the Holy Quran is having something more for the believers and it advised that they
need to give support to those who are true. This means that we need to be on the side of righteous
person, we should favours those who are doing wrong then surely we will get blessings of Allah.

Q.3:
Describe the content of curriculum for teacher education.
Discuss the aims and Objectives for teacher education
curriculum.

Answer:
Content comes in all forms, whether it’s to inspire, entertain, ask questions, state an opinion or tell
a story. There’s more to educational content strategy than handouts, books and presentations — all
in all, content can be a powerful educational tool. There is a large online market catered toward
English learners, and you can benefit from providing customizable, student-friendly materials that
engage and help develop important skills. Education-focused content is content that is created by
educators to engage, inspire and inform their students. Gone are the days when students learned
from only a textbook and a lecture. Educational content is something that can be creative and
personalized to each learner’s needs.
As a whole, educational content is versatile, accessible, informational, and should be created in a
manner that helps you achieve your student’s learning goals. For example, educational content can
be helpful for teaching students of all ages the same topic and story. Say a mother and a son are
learning English for the first time, and you want to teach them about English sentence structure
and grammar phrases. You can easily modify your lesson plan for the young son to learn your
lesson by creating an interactive game. And to keep the messaging consistent, the same lesson can
be applied to the adult by showing them examples of social media posts, text messages and even
news articles.
The type of content you choose to introduce while educating students is incredibly important; it
can be the catalyst for growth in a student’s journey. Content in education adds more context to
lesson plans while showcasing various viewpoints and ideas. Only the best structured content and
information will turn the novice learner into an expert, and the pressure relies on the teachers to
put their best foot forward when it comes to developing the best lessons. There are many ways in
which content provides meaningful learning experiences. Great content promotes passion and
motivation throughout the learning process.

Language Learning:
Picking up another language can be tricky, content like videos and pictures allows students to
bridge gaps in understanding and boost confidence.
Problem Solving:
Developing critical thinking skills takes time. Introducing visual graphs and podcasts can help
students develop quicker.
Current Events:
Introducing current events and news articles not only helps students learn but also makes them
well-rounded informed individuals on a global level.
History:
Allow students to reflect and provide commentary on the events that shaped the world around us.
There is a reason why history continues to be part of the educational curriculum.

Content of Curriculum for Teacher Education:

The content of a curriculum for teacher education may vary depending on the level of education
and the subject matter being taught. However, some common components of a teacher education
curriculum may include:
 1. Foundations of Education:
This course focuses on the history and philosophy of education, as well as current issues and
trends in education. Educational foundations explain how education has increasingly come to be
used by the state to meet its social and policy needs, how education came to be viewed as a
common good, and the role of accountability in shaping teacher education curriculum. These
represent not only historical/philosophical origins, but our current identity, and are the central
points of debates regarding the future of education. The final section will focus on how
foundations are vital to understanding the timeless questions education continues to address, such
as making education culturally relevant while maintaining a common curricular core, the
meaning of how one lives a good life, and education for citizenship and social responsibility.
While the context of education has changed considerably over the last several thousand years,
educators continue to struggle with these issues which are grounded in the human condition. The
preparation of our teachers ought to include a renewed emphasis on these foundational matters.
Foundations of Education refers to a broadly-conceived field of educational study that derives its
character and methods from a number of academic disciplines, combinations of disciplines, and
area studies, including: history, philosophy, sociology, anthropology, religion, political science,
economics, psychology, cultural studies, gender studies, comparative and international education,
educational studies, and educational policy studies. As distinct from Psychological Foundations
of Education, which rely on the behavioural sciences, these Standards address the Social
Foundations of Education, which rely heavily on the disciplines and methodologies of the
humanities, particularly history and philosophy, and the social sciences, such as sociology and
political science. The purpose of foundations study is to bring these disciplinary resources to bear
in developing interpretive, normative, and critical perspectives on education, both inside and
outside of schools.
Foundational studies probe the nature of assumptions about education and schooling. They
examine the relation of policy analysis to values and the extent to which educational
policymaking reflects values. Finally, they encourage students to develop their own value
positions regarding education on the basis of critical study and their own reflections. The critical
perspectives employ normative interpretations to assist students to develop inquiry skills, to
question educational assumptions and arrangements, and to identify contradictions and
inconsistencies among social and educational values, policies, and practices. In particular, the
critical perspectives engage students in employing democratic values to assess educational
beliefs, policies, and practices in light of their origins, influences, and consequences. Particular
disciplinary studies in, e.g., the history, philosophy, or sociology of education shall be considered
as study in the Foundations of Education provided the above perspectives are addressed and
promoted. The objective of such study is to sharpen students’ abilities to examine, understand,
and explain educational proposals, arrangements, and practices and to develop a disciplined sense
of policy-oriented educational responsibility. Such study develops an awareness of education and
schooling in light of their complex relations to the environing culture.

2. Child Development and Psychology:

This course covers theories of child development and psychology, including cognitive, social,
and emotional development. Child psychology is a specialized branch of developmental
psychology that focuses on the study of subconscious and conscious childhood development and
the behaviour patterns of children. It provides the teachers the resources to help their learners
advance through the stages of development smoothly and also gives an insight into the cognitive
development as well as the challenges in regards to learning capacities or social differences of
children.
Childhood is a very crucial time in a person’s life and every event, however small it is, helps
shape our behaviour and impacts our adult life as well. Teachers represent a vital element of
classroom ecology and especially those engaged in teaching pre and primary learners are
encouraged to study child psychology. This immensely helps them to understand the normal and
abnormal psychological patterns of a child which in turn aids them with the right strategies to
connect with the young learners, teach them the coping mechanisms for managing emotions and
help them progress in their education and thrive in each new developmental stage.
Child psychology is a broad area of study and an educator with a basic understanding of child
development and psychology can build a better learning environment. A child’s emotional,
physical, mental, and intellectual foundations develop in their early years and the children’s
interactions with their teachers are a crucial component in a classroom context. Studies show that
the young learners’ positive interactions with teachers and with peers and the way in which
teachers manage interpersonal interactions in the classroom have a strong impact on the long-
term social, emotional, and academic development of the learners.
A proper understanding of the behaviour patterns of the children can help the teacher to guide the
child in the right direction and also helps in laying down a strong foundation for the all-round
growth of the child. Compassionate interactions with teachers and well-managed classrooms
foster a positive classroom climate and facilitate social connections among children, through
which children develop social and emotional competences. Teachers who understand child
development can also adapt lessons for individual students, which makes the material more
interesting and makes it easier for the students to learn new things. In addition, understanding
developmental stages allow teachers to set appropriate expectations for their students.

3. Teaching Methods:
These courses cover various teaching strategies, techniques, and methods for different subjects
and age groups. Teaching methods are the broader techniques used to help students achieve
learning outcomes, while activities are the different ways of implementing these methods.
Experiential learning is a great teaching method because it encourages creativity, helps students
learn from mistakes, fosters reflective thinking, and prepares students for future experiences. It
can be effective for several subjects, especially during science experiments, sports coaching, and
group projects. Effective teaching helps students to achieve their goals – both personal and
academic. We know that effective teachers can be hugely influential figures to many young
people, providing them with both certainty and assurance when they need it the most. A teacher
should have many methods of teaching because everyone learns differently, and the teacher is
probably trying to make sure each student understands the lessons, regardless of their learning
style.

4. Curriculum Design and Assessment:

This course covers the process of designing and implementing curriculum, as well as assessing
student learning. Curriculum has coherent course sequencing and structure designed to achieve
the intended student learning outcomes in a manner that both students and faculty can articulate
the rationale behind the sequencing and structure of the degree program. Curriculum design
focuses on the creation of the overall course blueprint, mapping content to learning objectives,
including how to develop a course outline and build the course. Each learning objective is met
with assessment strategies, exercises, content, subject matter analysis, and interactive activities.
Curriculum development benefits students by providing a clear course structure, aligning
educational goals with industry standards, fostering engagement, enhancing teaching
effectiveness, helping with schedule planning, and setting the pace for learning progress.

5. Classroom Management:
This course focuses on strategies for creating a positive classroom environment, managing
student behavior, and promoting student engagement. Classroom management is important
because it directly effects your students ability to learn and your ability to teach. It impacts a
teacher’s ability to be effective and actually enjoy teaching. Most importantly, a well managed
classroom highly impacts students’ academic success.
The best classroom management is proactive. Effective classroom managers set up a productive
environment with minimal disruptions. Instead of spending time trying to intervene and stop
disruptive behavior, teachers should spend time and energy setting up and maintaining an
environment where disruptions are less likely to occur.

6. Educational Technology:
This course covers the use of technology in education, including how to integrate technology into
the classroom and how to use technology to support student learning. When scientific, technical,
and psychological principles and methods are properly used to make the teaching/learning
process easy, simple, efficient, and effective, it comes under the umbrella of educational
technology. As new discoveries are made, there is also a change in its meaning, definition, and
form. Today, scientific and technological inventions have affected every aspect of human life.
Education, teaching, and learning have also been greatly affected by them. In the field of
education, as a result of the latest research, discoveries, and investigations, such techniques (i.e.,
skills) have been developed, which are helping in achieving all the objectives of education. These
competencies and skills, which are especially based on science, are given the name of educational
technology. The need for educational technology in education is due to the following reasons:
• It gives positive emphasis to the development of the latest methods for effective
education.
• Educational technology makes the teaching process scientific, objective, clear, simple,
easy, interesting, and effective.
• Educational technology gives proper guidance to solve teaching problems.
• It provides proper guidance to make the teaching/learning process effective, such as
setting teaching goals, examining the initial behavior of students, selecting and organizing
appropriate curricula, appropriate teaching methods and strategies, and supporting
materials.
• It offers effective means of communication between teachers and learners to engage in
the exchange of ideas.
• It includes the use of all types of arts, methods, materials, skills, principles, and
instruments of science, psychology, and technology.
• It can be used to arrange and control the learning conditions required to achieve
educational technical objectives.
 • Just as science and technology help us to do more work with less energy and effort in our
daily life, in the same way educational technology controls the waste of energy and time
in the teaching process.
• It also lays emphasis on the development of appropriate evaluation methods for measuring
behavior change and for checking the results of the teaching process.
• After the evaluation process, by examining the final behavior of the students, emphasis is
also given to providing the expected reinforcement and support required.

7. Special Education:
This course covers the needs of students with disabilities and strategies for including them in the
classroom. A master’s in special education not only increases your earning potential, but it also
puts you at the top of the candidate pool for teaching jobs. It provides you with tools for providing
person-centered education and better adapting lessons based on different learning types and
levels. Wherever your career leads, an M.A. in special education opens up opportunities for both
personal and professional growth.
Special education teachers often teach fewer students than do their general education
counterparts. In addition, special education teachers often work with the same group of students
over the course of several years. The small class size and increased time working with students
will allow you to build strong relationships with your students and their families. Teachers are
provided with the opportunity to be lifelong learners. As a special education teacher, you will be
encouraged to continue learning through attending professional developments and networking
with other teachers. In addition, you will learn daily life lessons from your students.

8. Practicum and Student Teaching:

These courses provide practical experience in a classroom setting, allowing teacher education
students to apply what they have learned in a real-world context. A practicum course is a student
teaching experience. Students are placed in a licensed childcare center or school setting to learn
under the guidance of a cooperating teacher. There are four practicums in the early childhood
program. During this practicum, Pre-Service Teachers are involved in active observation and may
also participate in preparing materials to be used for the beginning of the school year. In addition,
they may help with the initial implementation of classroom procedures.
The primary goal of the teaching practicum is to provide students with teaching experience within
a classroom setting. The students receive instruction and feedback from faculty supervisors who
are responsible for the courses in which the practice take place.
Aims and Objectives of Content Curriculum in Teaching
Curriculum:
The aims and objectives of a teacher education curriculum are to prepare aspiring teachers to
become effective educators who can meet the needs of diverse learners and contribute to the
improvement of education. Some common aims and objectives of a teacher education curriculum
may include:

1. To Cater to Different Student Learning Styles:

Students all have different styles of learning. This can mean that different students likely learn in
a multitude of ways. The different types of students may include:
Visual learners: Those who learn by seeing the material.
Auditory learners: Those who learn by hearing the material.
Read-and-write learners: Those who learn by the repetition of reading and writing the material.
Kinaesthetic learners: Those who learn by doing exercises to retain and understand information.
The goal of teaching is ultimately for students to learn the material and retain it, so teachers must
present content in different ways in order to achieve this.

2. To Improve Student Engagement:

A large challenge, especially when teaching online, is distraction. Students can easily get distracted
in a face-to-face environment where the teacher is more in control, but it becomes even more
difficult to maintain that control in online environments. Utilizing different content types can help
to minimize these distractions, keeping your students engaged.
 3. Developing knowledge and understanding of educational theory and practice:
The curriculum should provide aspiring teachers with a solid foundation in the theory and practice
of education, including the latest research and trends in the field.

4. Developing subject matter expertise:

The curriculum should provide aspiring teachers with the knowledge and skills necessary to teach
their chosen subject matter effectively.

5. Developing teaching skills and strategies:

The curriculum should provide aspiring teachers with a range of teaching strategies, techniques,
and approaches that can be used to engage and motivate students and promote learning.

6. Developing classroom management skills:

The curriculum should provide aspiring teachers with the skills and strategies necessary to
manage a classroom effectively, including promoting positive behavior and managing
challenging behavior.

7. Developing assessment and evaluation skills:

The curriculum should provide aspiring teachers with the skills and knowledge necessary to
design, implement, and evaluate assessments that accurately measure student learning.

8. Developing technology skills:

The curriculum should provide aspiring teachers with the skills and knowledge necessary to use
technology effectively in the classroom to enhance student learning.

9. Developing cultural competence:

The curriculum should provide aspiring teachers with the knowledge and skills necessary to work
effectively with diverse learners, including those from different cultural and linguistic
backgrounds.

The aim and objectives of a teacher education curriculum are to prepare aspiring teachers to
become effective educators who can meet the needs of diverse learners, promote student learning,
and contribute to the improvement of education.

Conclusion:
Overall, the content of a curriculum for teacher education is designed to provide aspiring teachers
with the knowledge, skills, and experience they need to be effective educators. The aim and
objectives of a teacher education curriculum are to prepare aspiring teachers to become effective
educators who can meet the needs of diverse learners, promote student learning, and contribute to
the improvement of education.

Q.4:
Discuss the issue of in-service and pre-service teacher education
programs.

Answer:
In-service And Pre-service Teacher Education Program:
Pre-service education of teacher means, education of teachers before they enter into service as
teacher. During this period of teacher education programmes, teaching practice goes side by side,
while they are getting knowledge about theory papers.
A good deal of improvement in the teacher education programme is needed. Pre-service education
is carried on for preparing different types of teachers. Pre-service teacher preparation is a collection
of unrelated courses and field experience. Research based curriculum development of pre-service
teacher education is yet to take roots. These programmes are intended to support and enhance
teacher learning instil in them a greater degree of self confidence. The beginning teachers in this
case learn from their practice and from the culture and norms of the unique school settings where
in they have been placed and interact with these cultures. It is important for teacher educators to
learn the methodology of how to get in touch with the core qualities of a good teacher and how
they can stimulate these qualities in student teachers. This will lead to a deeper involvement in the
learning process of teacher educators as well as student teachers. The inclusion of appropriate
content knowledge about essential qualities of a good teacher in relevant theory papers and practice
of effective domain related traits in school situation for a longer duration could help promote these
traits in student teachers. The teacher education programme needs to allow the space where in a
teacher’s personality could be developed as someone who is reflective, introspective and capable
of analyzing his or her own life and the process of education at school so that after becoming a
teacher, he becomes an agent of change.
The moment a teacher has completed his training in a college of education, it does not mean that
he is now trained for all times to come. A teaching degree, like B.Ed makes him enter into service
as a teacher. Thereafter his job continues well only if he continues his studies everyday in the
classroom situations and outside the classroom, he comes across problems and side by side he is a
expected to sort them out. There is need of more and more knowledge, more and more education
for making him a better teacher.
There are formal an informal programmes of in-service education organized from time to time.
The higher authorities concerned with education want to ensure that the standards of education are
properly maintained. That is possible only if the teachers refresh their knowledge and keep it up
to the mark. The different agencies, therefore keep on organizing teacher education programmes
for enriching the knowledge of teachers and also for over all proficiency and betterment.
According to Lawrence, “In-service education is the education a teacher receives after he has
entered to teaching profession and after he has had his education in a teacher’s college. It includes
all the programmes – educational, social and others in which the teacher takes a virtual part, all
the extra education which he receives at different institutions by way of refresher and other
professional courses and travels and visits which he undertakes.
In-service education and training of teachers has its own historical roots. Its journey from pre-
independence to post independence period is characterized by numerous policy statements
recommendations of different commissions regarding its content and strategies for implementation
it has grown from a concept to a process and gained its importance for preparing teachers towards
professional growth and development. The root of in-service education can be traced back to pre-
independent period of 1904 in Lord Curzon’s resolution of educational policy which stated,
“The trained students whom the college was sent out should be occasionally
brought together again in seeing that the influence of the college makes
itself felt in the school.”
Hartorg committee and sergeant committee referred to in-service education as refresher courses
and recommended for their organization on a continuing basis. The secondary education
commission was more specific in recommending the programme of extension services for
secondary teacher. In our country, the trend is that once a teacher has joined service as a teacher,
he continues to be so, through he may or may not study. It is not like that in countries like U.S.A.
There the teacher has to face the screening committee to his re-appointment as a teacher after two
or three years. In-service education is badly needed for all types of teacher in Pakistan. The
following points indicate its need and importance.

1. Education is a Life long Process:

The teacher who does not study side by side can’t remain a good teacher. Training of a teacher is
a lifelong process. He should continue making efforts in this direction for the whole life.

2. Professional Growth:
Every teacher is a expected to be professionally bound, for the professional growth, he always
needs the guidance and help of others. The efficiency of the teachers must be covered up. So the
teacher need be up to the mark in every way.

3. Education is Dynamic:
Education is very dynamic. It depends upon the society which is fast changing. Due to the
advancement in the field of science and technology, there is explosion of knowledge. Accordingly
the curriculum and syllabus are also being changed with a good speed. Continuous in-service
education of the teacher can save the teacher from facing dire consequences.

4. Make Democratic:
In-service education helps the teacher in becoming fully democratic. By in-service education
programmes, the teacher is able to meet people of all types and he is also able to share his
experience with others.

Issue of In-service and Pre-service Teacher Education Programs:

The issues of in-service and pre-service teacher education programs are as follows:

i. Theoretical based Curriculum:

The curriculum is based on theoretical and practical design but the traditional teaching
methodology cause creating boredom among student-teacher. Lacking practical activities and
new updated information and knowledge the curriculum methodology converted into a
memorization method rather than improve student-teacher creativity.

ii. Bottlenecks in training and professional development:

In Pakistan, the number of skilled teachers is less because of a smaller number of professional
teacher training institutions. 1.4 million teachers are working in both sectors, 43pc of teachers
are not trained formally, 58% are untrained and rest are trained with old curriculum and if we
compare 207,774520 population of Pakistan and only 275 teacher institutions are available in
Pakistan. If we compare only 1pc teacher training institutions in the private sectors having 8%
teachers and 99pc in public scoters having 92% teachers.

iii. Minimum monetary allocation in the budget:

According to the 2018-19 report only 0.015pc allocated to the teacher education from 2.1pc of
GNP for education which indicates a very less pc for development such a skilled teacher. Due to
this the shortage is faced by the teacher institutions like building management, Laboratories,
Libraries, Teaching aids, and resources or equipment. Due to less amount budget, teacher
education institutions are not able to achieve the international criteria.

iv. Stereotype Teachers:

Traditional teachers are not willing to accept the new art of change in teacher education or
teaching methods. They are rigid and ignore the new knowledge methodologies in teaching.

v. Political Interference:
In Pakistan from the initial stages, we face the problems like political parties’ influence, mafia,
nepotism, and pressure of authoritative groups. It is also influenced by education sectors like
other institutions of the country that is the reason why teacher selection is not based on merits.
When unskilled teachers train the student-teacher of course the result will be zero.

vi. Lack of National Policy Implementation:

The teacher education policies are well-drafted but the problem is implementation because the
majority of teachers are not aware of the details. In Pakistan, there is a culture that people interpret
things and documents according to their point of view which creates misunderstanding among
the relevant population.

vii. Lack of innovative work:

Pakistan has been facing a big challenge that is lacking in the innovation and research field. The
cause behind it, teachers and student teachers are not interested and lacking in research and
innovation skills. Due to the non-serious behavior and busy earning they destroy the concept of
innovation and research work .

viii. Issues of in-service Program:

Teacher education demands every teacher to participate actively but in Pakistan and India females
as comparatively males are not interested in activities. Another problem in teacher education is
the absence of good master trained teachers and supervisors. Teacher training programs are time
taking and full of activities and need proper instructions to run this program but we don’t have
master trainers and fewer supervisors.

ix. The dearth of Professionalism:

Professionalism is the charm of teaching and teacher education but in Asian countries teachers
and the education system destroy this concept and manipulate it in their context. Due to the
Lacking of professionalism the education system in Pakistan, India, Malaysia facing issues like
corruption and nepotism. In teacher education, it is ignored rigorously and results from a lack of
practice and implementation. The requirement of teacher education has not been fulfilled and it
makes issues in product and outcomes.

x. Corruption:
Due to the low salary, political parties influence and nepotism environment become worst day by
day and it gives birth to another challenge that is corruption in education and among teachers.
Lacking check and balance and proper monitoring raised this problem. In Pakistan, the councils
like The National Council for teacher- education (NCTE), only focus on documentation and fill
the papers rather than see the original problems and issues in teacher education.

xi. Selection procedure based on commercialization:

This is one of the big problems in teacher education institutions that they become commercialized
and focus on fees structures and earing rather than focus on admission producers. Management
allows all candidates to take admission without taking into consideration of their attitudes toward
the teaching profession. Due to this, the quality of teachers and teaching decreases day by day.
The quality education criteria will not fulfill in this situation because for raising the quality of
education we need an excellent teacher.

xii. Problems of Practice Teaching :

In teacher education, the major part of the program is teaching practice but unfraternally in
Pakistan it is taken as grand and ignore all requirement the important areas like trained supervisor,
selection of a school for practice, lacking in cooperation of cooperative teachers, lacking in
resources/ teaching aids and feedbacks, etc., only focus on fulfilling the given forms and
completion of lesson planners. The major part like innovation, creativity, implementation of
theory, and learning was ignored.

xiii. School placement:

During the practicum, the important stage is to select the schools for the practice and it is very
difficult for the supervisors and the institution. Government allots the list of schools to the
institutions but it is not enough because the cooperation, environment, resource, and cooperative
teachers’ permission are the major barriers.

xiv. Cooperative teachers:

The cooperation and feedbacks of cooperative teachers are very important in teaching practice
but it is a major challenge to get all cooperative teachers on the same page. Because of limited
time, overloaded and frustration of excess work make them isolated.

xv. Poor Academic Background of Student-Teachers;

For becoming a teacher, we need competent candidates who have energy, passion, internal
motivation, and good academic background but In Pakistan, the most ignored part is the
Academic background of the teacher-student. When students have difficulties in reading and
writing especially in a second language, they face problems in achieving the criteria. The
selection for teacher education is the major area when the selector considers this aspect which is
 necessary for the teacher education program. It is just like becoming a doctor needs some criteria
in selection same as becoming a teacher needs some criteria.

xvi. Unplanned and insufficient co-curricular activities:

Every program needs to have the flavor of co-curricular activities with proper planning. In teacher
education, we can see the boring environment and unplanned activities culture. Due to the
restriction from the management and higher authorities and teachers. For innovation and creation,
we need a free platform with proper instructions and planning. It will provide the opportunity
for the teacher students to learn new things inactive and joyful environment.

xvii. Lacking in feedback mechanisms:

The improvement occurs when an individual has feedbacks but in our education context teachers
and supervisor are fail to provide effective feedback regarding the teaching practice and work of
student-teacher like assignments, projects, etc.

xviii. Scientific and technological challenges:

The curriculum is not providing the learning opportunity regard scientific study and technology
due to the traditional teaching method. Both student teachers and teachers are not aware of the
new technologies and not interested in spending time on research, projects creative assignments,
and learning new technologies.

xix. Online teaching challenges:

All over the world curriculum fails to train online teaching because it is not made for online
teaching and the ignore behavior from teachers to learn new strategies in Covid 19 situation is
another problem. The current webinars are not enough to train our teachers and it is a big barrier
nowadays. In upcoming years, the current curriculum will not be useful, we need to focus on new
reforms in the curriculum for facing a coming challenge for student teachers.

Conclusion:
“Good education requires good teachers” that it becomes essential that the most capable and
appropriate be recruited into the teaching profession, provided with high quality pre-service
programme of teacher education, and them offered opportunities to upgrade their knowledge and
skills over the full length of their career. It is, therefore, essential that there is major reorientation
of teacher education to ensure that teachers are furnished with the necessary knowledge and skills
to cope with the new demands placed on them. It is strange to note that too often teachers are
helpless in front of machines which refuse to work. How undignified it is for the teacher to be
thwarted by machines.
With the increased capacity of communication technology, language will become a very powerful
instrument. The teacher-education programme should be strengthened to develop language
competency among our teacher-taught. The modern time demands multi lingual competence
including the new computer languages that are bound to emerge with expansion of computer-
technology. Continuing teachers and other educators which commences after initial professional
education is over and which leads to the improvement of professional competence of educators all
throughout their careers.
Q.5:
Elaborate the current teacher education system of Pakistan.
Highlight some Flaws and give possible solutions to overcome
these flaws.
Answer:
Teacher Education System of Pakistan:
Teacher education is an essential and critical part of every educational system and therefore plays
a key and fundamental role in improving quality and enhancing the educational system. The goal
of the study was to present an overall picture of teacher education in Pakistan in the context of
education policies, quantitative expansion, provision of education for pre- and in-service teachers,
particularly by the public sector, initiatives undertaken by the public sector to improve the quality
of teacher education and to highlight the issues and problems of teacher training. Since, 1947
Pakistan has grown tremendously in the number of teacher training institutions. Teacher education
is an important area of concern in the education system in Pakistan, so every educational policy
paper has discussed teacher education and suggested various measures to improve teacher
education. These measures, however, were implemented in parts and pieces, hence, could not bring
the desired results. The quality of public-sector education declined over a given period of time thus
provided the space for private sector which emerged as a strong competitor in the education sector
by enrolling one-third of students at all educational levels.
Teacher education is crucial component of education system and it plays a pivotal role in the
quality improvement and strengthening of education system. Ahmad (2012) stated that teacher
education refers to a process of education and development prospective teachers go through as
they prepare to enter the classroom for the first time in their role as teachers. She argued that
teacher training satisfies both the theoretical and practical needs of teaching environment. Ali
(2011) contended that teacher‘s quality is determined by the level of professional competencies
which is inclusive of knowledge, understanding, skills, and attitudes he or she brings to the
teaching profession. Teachers’ lacking required level of professional competence is usually
attributed to the dysfunctional teacher education system. The role of teachers for formulating of
an innovative society is very critical because teachers’ knowledge and skills not only enhance the
quality and efficiency of education but also facilities to create an environment conducive for
research and innovation. Khan (2011) found that the teacher occupies the most crucial position in
the entire spectrum of educational activities; he/she influences personal, social and economic lives
of people, and he / she needs to be educated with great care and expertise.
Pakistan became an independent state in 1947 and its entire educational system was geared to
produce a class of people who were supposed to serve the bureaucracy to perpetuate the old socio-
economic order in the country. The socio-economic structure was created by the colonial powers
to exploit the masses of the sub-continent. All curricula, textbooks and teaching and learning
materials were, therefore, devised to serve the cause of the vested interests and not for creation of
a dynamic and progressive society Farooq (1993). Historically teacher training in Pakistan can be
traced back to 1804 when two teacher-training institutions were established at Lahore and Karachi
and these institutions provided non-formal teacher training programs.
In 1854 the institution at Karachi was made a normal school and it began to offer J.V. (Junior
Vernacular) certificate. The institution at Lahore was made normal school and offered J.V,
certificate in 1856 (Shah et al., 2011). At the time of independence in 1947, there were 22 teacher
training institutions in Pakistan. For admission in these institutions, the pre scribed qualifications
were Elementary and High school. After the completion of training, the trainees were awarded
certificates as Junior Vernacular (JV) and Senior Vernacular (SV). Those having J.V certificates
were eligible for appointment as a teacher in primary schools called JV teacher and those having
S.V. were eligible for appointment as a teacher of elementary education level Siddiqui (2004).

Flaws in Teacher Education System in Pakistan And their Solution:

Teacher training in Pakistan has been confronted to various challenges and issues. The most
common problems faced by the teacher education in Pakistan are:
a) Lack of funding and resources, hence, poorly equipped training institutions.
b) Short training duration especially in case of in-service training.
c) Quantitative expansion at cost of quality.
d) Narrow scope of curriculum.
e) Imbalance between general and professional courses, over-emphasis on theory.
f) Lack of coordination between education departments and training institutions.
g) Deficient quality of instruction, lack of in-service training of teacher educators.
h) Failure in implementing useful reforms, vague objectives, poor quality of textbooks.
i) Defective examination system, lack of supervision and accountability.
j) Lack of research and evaluation of teacher training programs.
Dilshad,( 2010,). Khan (2011) has identified problems pertaining to teacher education and stated
“The quality of education provided in the government schools of Pakistan had
been poor due to low levels of teacher competence, lack of classroom-based
support for teachers, lack of systems to assess student-learning outcomes,
uneven supervision, insufficient resources for critical teaching and learning
materials, and weak sector governance and management”
Moreover, findings of various studies indicate that the staff of the GCET is poorly trained and
under-motivated and they use inappropriate teaching methods.
In Pakistan, the teaching profession has never been of prime importance rather professions like
engineering, medical and other professions. This profession is unable to attract potential candidates
having outstanding academic records due to lesser incentives, slow promotions and lesser fringe
benefits. Usually graduates who are unable to get any job in other sector, turn to the teaching
profession as a last resort. A major criticism of teacher education particularly in the public sector
is that it has not resulted in improvement in student learning outcomes commensurate to the
volume of inputs which have been allocated to in-service trainings however, teacher education
cannot be seen as the sole explanatory variable for student outcomes.
The quality of teachers is poor due to low level of educational qualification both academic and
professional required to become a primary school teacher. It has been established through different
studies that pupil achievement is closely related to number of years of formal schooling of teachers.
The other factors responsible for low quality of teacher education include inadequately trained
master trainers, lack of monitoring and support system, little emphasis on teaching practices and
no accredited institution to certify teachers .
Huma (2013) argued that l;
“In Pakistan there is no other examination or test to assess teachers
competence for certification than the exams conducted by the
universities at the end of courses and programs”.
Ali (2011) maintained that in-service and pre-service teacher education programs of most of the
public sector institutions are of substandard and based on textbook and examination. He also
contended that the teaching methods used by these institutions are predominantly base on chalk-
and-talk, memorization or lectures. While discussing the key management issues, Aly (2007)
argued that;
“Majority of the stakeholders are of the view that recruitment,
transfers and postings of teachers are heavily influenced by
political intervention – the degree varying in various parts of
the country”
The issues lead to the comprehension of the problems which are faced in the development of
education system and promotion of literacy. The study outlines seven major problems such as:

1. Lack of Proper Planning:

Pakistan is a signatory to MDGs and EFA goals. However it seems that it will not be able to achieve
these international commitments because of financial management issues and constraints to
achieve the MDGs and EFA goals. The lack of proper planning in the teacher education system of
Pakistan can have several negative effects. Without adequate planning:
• Inadequate resource allocation: Insufficient planning may lead to a lack of resources,
including funding, infrastructure, and teaching materials. This can hinder the quality of
teacher education programs and limit opportunities for professional development.
• Inconsistent curriculum: Without proper planning, there may be inconsistencies in the
curriculum for teacher education. This can result in gaps in knowledge and skills among
teachers, impacting their ability to effectively teach students.
• Limited access to training: Lack of planning can restrict access to quality training
programs for teachers. This can prevent them from acquiring the necessary skills and
knowledge needed to excel in their profession.
• Ineffective assessment methods: Without proper planning, assessment methods may not
accurately measure the competencies and capabilities of teachers. This can lead to a lack
of accountability and hinder efforts to improve the quality of education.
• Inadequate professional development opportunities: Insufficient planning may result in
limited opportunities for professional development for teachers. This can hinder their
ability to stay updated with new teaching methodologies and advancements in their
respective fields.
To improve the teacher education system in Pakistan, it is crucial to have proper planning that
addresses these issues. This includes allocating adequate resources, ensuring a consistent and
updated curriculum, providing accessible training programs, implementing effective assessment
methods, and offering ample professional development opportunities for teachers. By addressing
these challenges, the education system can better prepare teachers to meet the needs of students
and provide quality education.

2. Social constraints:
It is important to realize that the problems which hinder the provision of education are not just due
to issues of management by government but some of them are deeply rooted in the social and
cultural orientation of the people. Overcoming the latter is difficult and would require a change in
attitude of the people, until then universal primary education is difficult to achieve.

3. Gender gap:
Major factors that hinder enrolment rates of girls include poverty, cultural constraints, illiteracy of
parents and parental concerns about safety and mobility of their daughters. Society’s emphasis on
girl’s modesty, protection and early marriages may limit family’s willingness to send them to
school. Enrolment of rural girls is 45% lower than that of urban girls; while for boys the difference
is 10% only, showing that gender gap is an important factor. The gender gap can have a significant
impact on the teacher education system in Pakistan. Here are a few ways it can affect the system:
• Limited representation: The gender gap may result in a lack of representation of certain
genders in the teaching profession. This can lead to a skewed gender balance among
teachers, which may not reflect the diversity of the student population.
• Stereotyping and bias: Gender disparities can perpetuate stereotypes and biases within
the education system. This can affect the recruitment, training, and professional
development opportunities available to teachers of different genders.
• Role modeling and mentorship: The gender gap can impact the availability of role
models and mentors for students. Having a diverse range of teachers can provide positive
role models and mentorship opportunities for students, especially those who may lack
representation in their communities.
• Addressing gender-related issues: Gender-sensitive topics, such as reproductive health
education or addressing gender-based violence, may require teachers with specific training
and understanding. The gender gap can influence the availability of teachers who are
equipped to address these issues effectively.
To address the gender gap in the teacher education system, it is essential to promote equal
opportunities for individuals of all genders to pursue teaching as a profession. This can be done
through measures such as encouraging more individuals from underrepresented genders to enter
the field, providing scholarships or incentives for teacher training, and implementing policies that
promote gender equality in education. By ensuring a diverse and inclusive teaching workforce, the
education system can better cater to the needs of all students and promote a more equitable learning
environment.

4. Cost of education:
The economic cost is higher in private schools, but these are located in richer settlements only.
The paradox is that private schools are better but not everywhere and government schools ensure
equitable access but do not provide quality education. The cost of education can have a significant
impact on the teacher education system in Pakistan. Here’s how it can affect the system:
• Affordability of teacher education programs: High costs associated with teacher
education programs can make them inaccessible for many aspiring teachers. This can limit
the number of individuals who can pursue a career in teaching, resulting in a shortage of
qualified educators.
• Quality of education: Insufficient funding for teacher education programs can lead to a
lack of resources and outdated teaching methodologies. This can impact the quality of
 education and training provided to teachers, which in turn affects their effectiveness in the
classroom.
• Recruitment and retention of teachers: If the cost of education is high, it may deter
individuals from pursuing a career in teaching or cause them to leave the profession due to
financial constraints. This can contribute to a shortage of qualified teachers and negatively
impact the overall teacher education system.
• Socioeconomic disparities: Higher education costs can widen the socioeconomic gap in
the teaching profession. Individuals from disadvantaged backgrounds may find it difficult
to afford teacher education programs, limiting their opportunities for professional growth
and advancement.
To address the impact of the cost of education on the teacher education system, it is important to
explore avenues for financial assistance and scholarships for aspiring teachers. Additionally,
increased investment in education and targeted funding for teacher education programs can help
reduce the financial burden on individuals pursuing a career in teaching. By making teacher
education more affordable and accessible, Pakistan can ensure a robust and inclusive teacher
education system.

5. War on Terror:
Pakistan’s engagement in war against terrorism also affected the promotion of literacy campaign.
The militants targeted schools and students; several educational institutions were blown up,
teachers and students were killed in Balochistan, KPK and FATA. This may have to contribute not
as much as other factors, but this remains an important factor. The War on Terror has had a
significant impact on the teacher education system in Pakistan. Here are a few ways it has affected
the system:
• Disruption of education: The conflict and insecurity resulting from the War on Terror
have disrupted the education system, including teacher education. Schools and training
institutions have been targeted, leading to the closure of educational facilities and hindering
the training and professional development of teachers.
• Safety concerns: The security situation in certain areas affected by the War on Terror has
created safety concerns for teachers and students. This can lead to a reluctance to pursue
teaching as a profession or attend teacher training programs, impacting the availability of
qualified educators in these regions.
• Limited resources: The allocation of resources towards security measures and counter-
terrorism efforts can divert funds and attention away from the education sector. This can
result in a lack of investment in teacher education programs, infrastructure, and resources,
affecting the quality of training provided to teachers.
• Brain drain: The War on Terror has also contributed to a brain drain in Pakistan, with
skilled teachers and educators seeking opportunities abroad due to the challenging security
situation. This can further exacerbate the shortage of qualified teachers and impact the
overall teacher education system.
To mitigate the impact of the War on Terror on the teacher education system, it is crucial to
prioritize the safety and security of educational institutions. This can be done through increased
security measures, providing support and incentives for teachers in affected areas, and allocating
adequate resources for teacher training and development. Additionally, efforts should be made to
address the underlying causes of the conflict and promote peace and stability, which are essential
for a thriving education system.

6. Funds for Education:

Pakistan spends 2.4% GDP on education. At national level, 89% education expenditure comprises
of current expenses such as teachers’ salaries, while only 11% comprises of development
expenditure which is not sufficient to raise quality of education. The availability and allocation of
funds for education have a significant impact on the teacher education system in Pakistan. Here’s
how it can affect the system:
• Quality of teacher education programs: Sufficient funds are necessary to provide quality
teacher education programs. Adequate funding can support the development of modern
teaching methodologies, access to up-to-date resources, and the implementation of
effective training and professional development initiatives for teachers.
• Recruitment and retention of qualified teachers: Adequate funding allows for
competitive salaries and benefits, which are crucial for attracting and retaining qualified
teachers. Insufficient funds can result in low salaries, leading to a shortage of skilled and
experienced educators in the system.
• Infrastructure and resources: Funds are needed to establish and maintain proper
infrastructure for teacher education institutions. This includes well-equipped classrooms,
libraries, laboratories, and technology resources. Insufficient funds can limit access to
essential resources, hindering the quality of education and training provided to teachers.
• Research and innovation: Adequate funding supports research and innovation in teacher
education. It enables the development of new teaching methods, curriculum enhancements,
and the exploration of effective strategies for teacher training. Lack of funds can impede
progress in these areas, limiting the growth and improvement of the teacher education
system.
To enhance the teacher education system in Pakistan, it is crucial to allocate sufficient funds to
education at all levels. This includes investment in teacher training programs, infrastructure
development, research initiatives, and competitive salaries for teachers. By prioritizing education
funding, Pakistan can strengthen its teacher education system and ensure the availability of well-
prepared and motivated teachers for the future.

7. Technical Education:
Sufficient attention has not been paid to the technical and vocational education in Pakistan. The
number of technical and vocational training institutes is not sufficient and many are deprived of
infrastructure, teachers and tools for training. The population of a state is one of the main elements
of its national power. It can become an asset once it is skilled. Unskilled population means more
jobless people in the country, which affects the national development negatively. Therefore,
technical education needs priority handling by the government.
Poverty, law and order situation, natural disasters, budgetary constraints, lack of access, poor
quality, equity, and governance have also contributed in less enrolments. An analysis of the issues
and problems suggest that:
• The official data shows the allocation of funds for educational projects but there is no
mechanism which ensures the proper expenditure of those funds on education.
• The existing infrastructure is not being properly utilized in several parts of the country.
 • There are various challenges that include expertise, institutional and capacity issues,
forging national cohesion, uniform standards for textbook development, and quality
assurance.
• The faculty hiring process is historically known to be politicized. It is because of this that
the quality of teaching suffers and even more so when low investments are made in
teachers’ training. As a result teachers are not regular and their time at school is not as
productive as it would be with a well-trained teacher.
• Inside schools there are challenges which include shortage of teachers, teacher
absenteeism, missing basic facilities and lack of friendly environment.
• Out of school challenges include shortage of schools, distance – especially for females,
insecurity, poverty, cultural norms, parents are reluctant or parents lack awareness.

Solutions
There is a need for implementation of national education policy and vision 2030 education goals.
An analysis of education policy suggests that at the policy level there are several admirable ideas,
but practically there are some shortcomings also. It may not be possible for the government at the
moment to implement uniform education system in the country, but a uniform curriculum can be
introduced in educational institutes of the country. This will provide equal opportunity to the
students of rural areas to compete with students of urban areas in the job market.
Since majority of Pakistani population resides in rural areas and the access to education is a major
problem for them, it seems feasible that a balanced approach for formal and informal education be
adopted. Government as well as non-government sector should work together to promote
education in rural areas. The government should take measures to get school buildings vacated
which are occupied by feudal lords of Sindh, Balochistan and Punjab. Efforts should be made to
ensure that proper education is provided in those schools.
The federal government is paying attention to the vocational and technical training, but it is
important to make the already existing vocational and technical training centres more efficient so
that skilled youth could be produced. Since education is a provincial subject, the provincial
education secretariats need to be strengthened. Special policy planning units should be established
in provinces’ education departments for implementation of educational policies and formulation
of new policies whenever needed. The provincial education departments need to work out financial
resources required for realising the compliance of Article 25-A.
Federal Government should play a supportive role vis-à-vis the provinces for the early compliance
of the constitutional obligation laid down in Article 25-A. Special grants can be provided to the
provinces where the literacy rate is low. Pakistan is not the only country which is facing challenges
regarding promotion of literacy and meeting EFA and MDGs commitments. Education remains a
subject which is paid least attention in the whole South Asian region. UNDP report 2014 suggests
that there has been an improvement in other elements of human development such as life
expectancy, per capita income and human development index value (in past 3 years); but there has
been no progress in the number of schooling years. The expected average for years of schooling
in 2010 was 10.6 years but the actual average of schooling remained 4.7 for all South Asian
countries. In the year 2013 the expected average of number of years increased to 11.2 but the actual
average of years of schooling of South Asian countries remained 4.7. Regional cooperation
mechanism can also be developed to promote literacy in South Asian region. Sharing success
stories, making country-specific modifications and their implementation can generate positive
results. Here i suggest some solutions for above mentioned problems:

i. Revised Curriculum:
The curriculum should be revised based on new trends and technologies and the teachers and
supervisors also train for the implementation of the new teacher education curriculum.

ii. Focus on critical pedagogy in teacher education:

It is the responsibility of teachers in teacher education programs to teach student teachers how to
become critical teacher who has the sense of analyzing, synthesis, negation, discourse, and
discussing things in logical and rational based.

iii. The strict control of the regulatory body:

All the check and balance processes conducted by the regulatory bodies should be fair enough for
reducing problems and issues. Provide feedback to the institutions for improvements.

iv. Train teachers to develop scientific and innovative skills:

It is an urgent need in Pakistan to develop the skills of innovation and research projects among the
teacher also it is the big responsibility of institutions to provide funds and support for this purpose.

v. Trained supervisors:
Provide in-services supervisor training program for improvement and enhancement of quality of
supervisors. It will improve the teaching and feedback qualities which are a requirement of the
program.

vi. Admission policies:

Aptitude and attitude tests are the main requirements of teacher education because it is necessary
to cap the pipeline and filter quality teachers who have the potential to become critical and effective
teachers.

vii. Teacher education and ICT:

The teacher education program needs changes and integration with information communication
technologies so the student teacher will train to overcome upcoming challenges of online teaching.

viii. Budget allocation:

Teacher education and institutions need proper funds and budgets for the fulfillment of the
international criteria of teacher education.

ix. Students Teacher support program:

Student-teachers coming from especially rural areas have issues regarding the fiancé and funds. It
is the responsibility of every institution that runs teacher education programs to help financially
support the Government.

x. Enhancement of professionalism:
It is important for every teacher who is related to the teacher education program to demonstrate
their professional skills to the student-teacher. It will help student teachers to decimate the actual
context and meaning of professionalism.

xi. Goal-oriented teachers:

The teacher education program should be responsible to develop goal-oriented teachers those
seniors with their profession and try hard to achieve their goals. It all depends on the training
provided by the teachers.

xii. Discourse time of teachers to teach and students to teachers:

It is the responsibility of every institution to provide discourse time to their teacher and students
so they will discuss current problems related to teacher education and training. Also, find out the
solution based on mutual understanding. It will provide the platform for developing leadership
among the teacher and students also it motivates to do something in different ways.

Recommendations:
The recommendation to solve all the problems are as follows:
• Technical education should be made a part of secondary education. Classes for carpentry,
electrical, and other technical education must be included in the curriculum.
• Providing economic incentives to the students may encourage the parents to send their
children to school and may help in reducing the dropout ratio.
• Local government system is helpful in promoting education and literacy in the country. In
local government system the funds for education would be spent on a need basis by the
locality.
• Corruption in education departments is one of the factors for the poor literacy in the
country. An effective monitoring system is needed in education departments.
• For any system to work it is imperative that relevant structures are developed. Legislation
and structure should be framed to plan for the promotion of education in the country. After
the 18th amendment the education has become a provincial subject, therefore, the provinces
should form legislations and design educational policies which ensure quality education.
• Unemployment of educated men and women is a major concern for Pakistan. There should
be career counselling of the pupils in schools so that they have an understanding of job
market and they can develop their skills accordingly.
• Counselling of parents is required, so that they can choose a career for their child which is
market friendly.
There are two approaches to acquiring education: First, which is being followed by many in
Pakistan is to get education to earn bread and butter. The second approach is to get education for
the sake of personal development and learning. This approach is followed by affluent and
economically stable people who send their children to private schools and abroad for education.
The problem arises when non-affluent families send their children to private schools, and
universities. This aspiration for sending children for higher education is wrong, because the
country does not need managers and officers only. There are several other jobs where people are
needed. Hence the mind-set of sending one’s children to university only for becoming officers and
managers needs to be changed.

Conclusion:
Pakistan has made tremendous expansion in number of teacher training institutions since its
inception as independent sovereign state. Each education policy document has deliberated on
teacher education and recognized the pivotal role of teachers in quality improvement. These policy
documents presented various measures to improve teacher education; however, these measures
were half-heartedly implemented, consequently the desired results could not be achieved. It is
encouraging to note that some initiatives have been introduced, these initiatives may have a
positive impact on the quality of teacher education. However, the existing literature on teacher
education in Pakistan has deliberated extensively and identified the most common issues. Hence
the quality of education in Pakistan is substantially dependent up on the quality of teaching force,
therefore, the challenges being faced by the teacher education needs very serious considerations.
The reforms required in the education system of Pakistan cannot be done by the government alone,
public-private participation and a mix of formal as well as non-formal education can pull out
majority of country’s population from illiteracy. Similarly, to make the youth of the country an
asset, attention should also be paid to vocational and technical training.
The field of teacher education is quite evident from the above discussion that it is facing
challenges. Governments trying hard to cope with the problems and do efforts for the development
of teachers but still, we don’t achieve that success in the field of quality education. The major
problem is lacking implementation and acceptance of the new technology and strategies. The rigid
behavior of teachers towards traditional teaching is the barrier. The need to create critical behavior
and thinking of teachers, schools’ authorities, and policies makers. Also, there is a requirement to
change the attitudes of students’ teachers towards the teaching profession. It is not a part-time job;
it is the responsibility to change the Nation. The degrees are just a piece of paper without potential,
knowledge, and skills and it is an urgent need to focus on skills, critical thinking, and lifelong
learning.