Course: Teacher Education in Pakistan (829)
Semester: Spring, 2022
Assignment No. 02
Q.1 Discuss the role of Allama Iqbal Open University as provider of teacher education in the country. How has it reorganized Teacher Education?
The Allama Iqbal Open University was established in May, 1974, with the main objectives of providing educational opportunities to masses and to those who cannot leave their homes and jobs. During all these past years, the University has more than fulfilled this promise.
It has opened up educational opportunities for the working people and has provided access to the females on their door steps. It has also done pioneering work in the field of Mass Education. It is now breaking new grounds in the fields of professional, scientific, and technical education. It is attempting to reach out to the remotest areas of Pakistan. It is also attempting to harness modern information Technology for spreading education in Pakistan.
The idea of Distance Education was first mooted in UK in late 60s by the British Prime Minister, Mr. Harold Wilson. He was of the view, that educational opportunities must be provided to those who might have missed better education due to early employment and wish to upgrade, their knowledge and skills, in their spare times in the evenings at home. The UK Open University was, thus established in 1969. Since then it has become a major institution of learning in UK and has opened up opportunities for millions of working people. The gospel of distance and Open Learning has, since then spread throughout the world. More than sixty Open Universities are operating around the world on the basis of Distance Education. Modern information Technology has made the task of Distance Education much more easier and effective.
Q.2 Differentiate between discussion method and lecture method. Which method is appropriate for large class size and why?
Discussion methods are a variety of forums for open-ended, collaborative exchange of ideas among a teacher and students or among students for the purpose of furthering students thinking, learning, problem solving, understanding, or literary appreciation. Participants present multiple points of view, respond to the ideas of others, and reflect on their own ideas in an effort to build their knowledge, understanding, or interpretation of the matter at hand.
Discussions may occur among members of a dyad, small group, or whole class and be teacher-led or student-led. They frequently involve discussion of a written text, though discussion can also focus on a problem, issue, or topic that has its basis in a “text” in the larger sense of the term .
A defining feature of discussion is that students have considerable agency in the construction of knowledge, understanding, or interpretation. In other words, they have considerable “interpretive authority” for evaluating the plausibility or validity of participants responses.
the formal, verbal presentation of information or other material by an instructor to a group of students or other learners. The lecture method is used mainly when groups are large or time is limited (e.g., in personnel training). It can also be used to introduce other instructional methods, such as audiovisual presentations or role play, or to summarize material developed by other means.
Lectures are formally organized talks by an instructor on specific topics. This method is useful when philosophy, concepts, attitudes, theories and problem solving is to be discussed. This method is essential when special information or technical information is to be disseminated. Lectures are often supplemented with discussions, film shows, case studies, role-playing, etc. Training through special lectures is also known as ‘class-room training’. It is more associated with imparting knowledge than with skills. Some executives of the organization or specialists from vocational / professional institutes may deliver the special lectures. Many firms invite experts for special lectures for the staff on matters like health, safety, productivity, quality, etc. There are certain aspects of all jobs that can be learnt better in the classroom than on the job
Q.5 Critically analyses the use of reflective practice for the professional growth of a teacher.
Because of the current complexity of the educational process and the ambiguity of the skills needed in the future workplace, reforming the existing education systems has become a national concern for many countries around the world facing social changes and scientific and technological transformations (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2014). Ethiopia is one of the countries that have recently recognized the dangers of using outdated educational methods for their young generations. Multidimensional plans have been put in place to reform the Ethiopian education system. Taking this into account, any reform plan cannot be functional and well-guided without being informed by a large base of local research. Investigating how Ethiopian teachers perceive their profession could help those in charge of developing professional training. In any educational reform plan, the development of teacher performance is a crucial starting point guaranteeing continuous improvement in the education process. The teacher is the one who is responsible for carrying out the goals and educational objectives that require a level of professionalism and awareness of this responsibility and achieving them accurately.
reflection happens during events in the classroom while teachers, for any reason, cannot resort to the routine actions they perform in similar situations. When teachers reflect on what happened in their classes, analyzing them consciously to arrive at a deeper understanding of the roles of the teacher and student, their motivations, and behaviors in the learning context, they are involved in reflection-on-action. Contrary to these two types of reflection, in which teacher thinking targets current or past class routines, in reflection-for-action, teachers’ thinking is directed at future courses of action. Teachers, in this type of reflection, benefit from the other two types of reflection in planning their future courses of action..
Q.3 how does technology help in enhancing creativity in learners and making them independent thinkers.
Creativity has always been a part of a successful classroom, however recent advances in technology are making it possible to increase the ability for students to use their creativity in academia. With the ability to take and store thousands of pictures and videos, and listen to music in the palms of our hands, our students have the ability to be more and more creative in their projects, assignments, as well as group and individual tasks. As universities are encouraging the expansion and use of technology in the classroom, many professors are also encouraging the development of their students’ creative minds. Without creativity, kids will turn into mindless drones that do as they are told without really thinking for themselves. When you foster creativity in your child, you’re preparing them for the real world. There isn’t going to be someone guiding them for their whole life, and they’ll need to be able to think creatively about a lot of things.
Creativity is also essential in the classroom since the school system itself has contributed to the decay of creativity in students. Specific skills and subjects are prioritized over others, making children robotic and systematic in their thinking, rather than autonomous and capable of critical thinking.
Q.5 Critically analyses the use of reflective practice for the professional growth of a teacher.
Because of the current complexity of the educational process and the ambiguity of the skills needed in the future workplace, reforming the existing education systems has become a national concern for many countries around the world facing social changes and scientific and technological transformations (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2014). Ethiopia is one of the countries that have recently recognized the dangers of using outdated educational methods for their young generations. Multidimensional plans have been put in place to reform the Ethiopian education system. Taking this into account, any reform plan cannot be functional and well-guided without being informed by a large base of local research. Investigating how Ethiopian teachers perceive their profession could help those in charge of developing professional training. In any educational reform plan, the development of teacher performance is a crucial starting point guaranteeing continuous improvement in the education process. The teacher is the one who is responsible for carrying out the goals and educational objectives that require a level of professionalism and awareness of this responsibility and achieving them accurately.
reflection happens during events in the classroom while teachers, for any reason, cannot resort to the routine actions they perform in similar situations. When teachers reflect on what happened in their classes, analyzing them consciously to arrive at a deeper understanding of the roles of the teacher and student, their motivations, and behaviors in the learning context, they are involved in reflection-on-action. Contrary to these two types of reflection, in which teacher thinking targets current or past class routines, in reflection-for-action, teachers’ thinking is directed at future courses of action. Teachers, in this type of reflection, benefit from the other two types of reflection in planning their future courses of action.
