Teaching Preparatory Programs

Submitted to: Ambreen Channa Submitted by: Muhammad Mustafeez (2319) Rohail Zeeshan (2303) Umar Farooq (1225) Mudasir Ali (2317)

Contents
1. Introduction: 2. Objectives of study 3. Significance and Purpose 4. Definitions 5. Review of Literature 6. Theoretical framework 7. Hypothesis 8. Research Methodology 9. Findings 10. Recommendations 11. Conclusion 12. References 13. Time-Line

Authors
1. Angrist, Joshua 2. Lavy. 3. Arcidiacono 4. Peter 5. Gigi Foster 6. Arcidiacono, 7. Bhar, K.V., &Ganihar 8. Dickens, William T. and Lawrence F. Katz 9. William T. and Brian A. Ross 10. Weili and Steven F. Lehrer 11. Douglas N. and Tim R. Sass 12. Andrew J. and Karen S. Conway 13. Sheikh, M.A. 14. Rowan, Brian, 15. Shen Chiang and Robert J. Miller 16. Rockoff, Jonah E 17. Rivkin, Steven G 18. Rashid.

Teacher Training in Pakistan Problems and Solutions for Student Teaching Preparatory Programs
1. Introduction:
The importance of teacher training cannot be underestimated. The better a teacher is trained, the better he or she can educate tomorrow's generation of Pakistanis. Student teaching is a unique opportunity for inexperienced, pre-service teachers to develop a clear professional identity and explore the full responsibilities of a practicing teacher while having solid, supervisory support from an experienced educator. However, this valuable educational opportunity needs improvement in todays Pakistani educational system. The study incorporated student teachers, cooperating classroom teachers, andschool administrators.

The teacher education programs in Pakistan do not significantly raise the level of knowledgeAnd skills of teachers so that there is any measurable impact on the students learning (Situation Analysis of Teacher Education in Pakistan, 2006). There is no single ruling authority to provide proper Guidance and direction to these institutions to monitor their program quality. Teacher trainers usually Do not have experience teaching in the schools for which they prepare new teachers; that is why teacher Trainers tend to teach in a theoretical way. Trainee-teacher outcomes are more closely related to theLevel of education of the instructors rather than their professional qualifications. Teacher training in Pakistan is primarily a provincial responsibility. Generally, applicants to most teacher training institutes outnumber the spaces available. But the shortage is not just in spaces. It is also found in the lack of facilities for this endeavor, especially in certain places like Balochistan and Khyber PakhtoonKhuwa,particularly for female teachers.

2. Objectives of study
1. To suggest suitable measures to improve teacher training in Pakistan. 2. To produce professional teachers, who have the theoretical knowledge and understanding, combined with practical skills, competences and commitment to teach to high national standards. 3. Sort out the solutions for female teachers especially in Baluchistan and the areas of Khyber Pakhtoon Khuwa. 4. To compare the effectiveness of teacher training institutions in developing attitude of prospective school teachers towards teaching profession.
5. This study may be helpful for policy makers, administrators and teacher educators to improve

the teacher-training program.

3. Significance and Purpose:

The purpose of this research was to explore deficiencies and propose improvement strategies for problems currently faced by Pakistani trainee-teachers (student teachers), cooperating classroom teachers, and school administrators.

4. Definitions:

Teacher: A teacher or schoolteacher is a person who provides education for pupils (children) and
students (adults). (Wikipedia)

Preparatory Programs: Programs which are carried out to train or prepare somebody for the
particular task.(Wikipedia)

5. Review of Literature:
Development cannot be sustained if a country does not have competent and capable teachers in its schools. Research reveals that the standard of education can be improved by preparing competent and effective teachers (Bhat&Ganihar, 2006). Likewise, Iqbal (2005) found that the quality of teacher education is the most pivotal factor in determining the efficiency of an education system. Darling-Hammond (2000) reports that teachers who have had more preparation for teaching are more confident and successful with students that those who have had little or none (p.166). In addition, DarlingHammond indicates that programs with extended clinical preparation interwoven with coursework on learning and teaching produce teachers who are both more effective and more likely to enter and stay in teaching (2000, p. 166). Research also reveals that quality of teacher education has seriously been neglected both in content and methodology in Pakistan (Sheikh, 2000). In Pakistan, many of the teachers - even at the elementary school level - lack adequate content knowledge in subjects such as English, Science and Mathematics (Rashid, 2004). Thus, a research study such as the one described in this manuscript is a purposeful way to examine and develop procedures that provide future teachers with the knowledge, skills, and attitudes need to survive and thrive in the classroom. For the purposes of this study, the following qualities of an effective teacher, originally presented by TheNational Research Center on English Learning Achievement (1998) are utilized: (a) ability to motivate students toward high academic engagement and competence; (b) excellent classroom management; (c) ability to foster a positive, reinforcing, cooperative environment; (d) teaching skills in context; (e) anemphasis on literature; (f) heavy emphasis on reading and writing; (g) a match between accelerating demands and student competence; (h) encouraging self-regulation; and (i) connections across curricula.

It is evident that student teaching can and should be a valuable learning experience; however, to be effective, all involved in the process must be aware of and understand the problematic issues that can arise during the student teaching experience. That is the objective of this study (a) to identify and explore the problems faced by student teachers, cooperating classroom teachers, and school administration in the Pakistan, (b) to identify the areas of weakness in Pakistan student teaching programs, and (c) to propose strategies for the improvement of student teaching.

6. Theoretical framework:
Following are the variables that are supporting our study:-

Independent variable:-

Performance of Training Institutes is the independent variable in our study because if the performance is enhanced than institutes will produce knowledgeable and skilled teachers.

Dependent Variable:-

Positive outcomes of teaching training institutes depending upon their quality that makes positive outcomes a dependent variable.

Controlling Variable:-

Quantity and quality of Training Institutes is the controlling variable because they will surely affect the performance and number of skilled teachers. It will be controlling variable.

Moderating Variable:-

Performance of institutes is the moderating variable in the study because performance is factor that can influence and brings positive change in the teacher training system.

7. Hypothesis
H1: Performance of training institutes matters a lot in this problem. H2: positive outcomes of these institutes. H3: Quantity and Quality of training institutes.

8. Research Methodology
The Research methodology used for this study was Secondary. Instead of getting Interviews and Surveys, around 25 articles were read out from internet to get information on this topic. And Literature review and searching from internet was also including. References of used articles and sites are given in the End.

9. Findings
The findings are included in the following statements:

The teacher education institutions do not prepare teachers as per the needs of the schools. The trainee-teachers are weak in discipline, lesson planning, classroom management, and content knowledge. Teachers face serious transportation problems that affect their student teaching responsibilities. Approximately 90 percent of student teachers are female. In Pakistan, female teenagers are not permitted to live alone. As a result, many live at home and commute long distances to participate in student teaching. In Pakistan, two types of school exist: Urdu Medium Schools (where the language requirement is Urdu) and English Medium Schools (where the language requirement is English). Many teacher preparation programs train teachers in the language of English. Since different terminology is used in the Urdu and English languages, the data revealed that student teachers experience language barriers while teaching in Urdu Medium schools. In Pakistani governmental schools, as well as in a majority of private schools, corporal punishment is still used as a classroom management strategy. Student teachers expressed discomfort with their role in carrying out this type of punishment. Trainee-teachers expressed that an appropriate evaluation method for them is lacking especially during the student teaching practicum. In Pakistan, about 40-50 trainee-teachers are assigned to one university faculty supervisor who also teaches full-time in the university setting. As such, it becomes very difficult to properly evaluate all students and, consequently, grades are awarded on the basis of only a few minutes of observation of classroom teaching.

10. Recommendations
Based on the findings of the research, the following initiatives and activities are recommended:

Trainee-teachers do not handle student discipline appropriately. The problem may be due to lack of awareness and understanding of school discipline needs and policy. This situation may be improved by integrating case study methodology into university pre-service programs. A course on instructional planning should be included in the degree requirements of each traineeteacher. The Training of Trainers (TOT) should be a continuous part of the teacher training institutions. Additional training for student teachers should be provided in the area of instructional questioning techniques, guided practice, effective presentations, and the creation and conducting of simulations (modeling) in order to make the classroom environment more experiential, engaging, and effective. A more engaging classroom environment will improve classroom management. Additional training for trainee-teachers should be provided in the areas of student evaluation and assessment methods to assist them in effectively determining the educational needs of each student.

11. Conclusion

It is clear that the quantity and quality of teacher training program in Pakistan must improve in order for the next generation of Pakistanis to be better educated and better citizens than previous ones. So, Teaching Preparatory programs must be carried out by the government of Pakistan and it should be common in every part of Pakistan including rural areas.

12. References
[1] Angrist, Joshua D. and Victor Lavy. 2001. Does Teacher Training Affect Pupil Learning? Evidence from Matched Pairings in Jerusalem Public Schools, Journal of Labor Economics 19(2):343-69. [2] Aaronson, Daniel, Lisa Barrow, and William Sander. 2007. Teachers and Student Achievement in the Chicago Public High Schools, Journal of Labor Economics 25: 95135. [3] Arcidiacono, Peter, Gigi Foster, Natalie Goodpaster and Josh Kinsler. 2005. Estimating Spillovers in the Classroom with Panel Data. Unpublished. Durham: Duke University. [4] Arcidiacono, Peter, Gigi Foster, Natalie Goodpaster and Josh Kinsler. 2007. Estimating Spillovers in the Classroom with Panel Data, With an Application to the Classroom. Unpublished. Durham: Duke University. [5] Bhar, K.V., &Ganihar N. N. (2006). Total quality culture in teacher education colleges. New Delhi: Mahaveer& Sons. [6] Dickens, William T. and Lawrence F. Katz. 1986. Interindustry Wage Diffferences and Industry Characteristics. Working Paper #2014. Cambridge, MA: National Bureau of Economic Research. [7] Dickens, William T. and Brian A. Ross. 1984. Consistent Estimation Using Data From More Than One Sample. Technical Working Paper #33. Cambridge, MA: National Bureau of Economic Research. [8] Ding, Weili and Steven F. Lehrer. 2005. Accounting for Unobserved Ability Heterogeneity Within Education Production Functions. Unpublished. Kingston: Queens University.

[9] Harris, Douglas N. and Tim R. Sass. 2008. The Effects of NBPTS Teachers on Student Achievement. Unpublished. Tallahassee: Florida State University . [10 ]Hill, Heather, Brian Rowan, and Deborah Loewenberg Ball. 2005. Effects of Teachers Mathematical Knowledge for Teaching on Student Achievement, American Educational Research Journal 42(2):371-406. [11] Houtenville, Andrew J. and Karen S. Conway. Forthcoming. Parental Effort, School Resources and Student Achievement, Journal of Human Resources.

[12] Rashid, A. (2004). Education: is there a problem in Pakistan? Retrieved on September 17, 2009 from http://www.vanguardbooks.org/tft-15th-anniversary-issue/_news34.shtml

[13] Rivkin, Steven G., Eric A. Hanushek and John F. Kain. 2005. Teachers, Schools and Academic Achievement, Econometrica 73(2):417-58. [14] Rockoff, Jonah E. 2004. The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data, American Economic Review 94(2): 247-52. [15] Rowan, Brian, Fang-Shen Chiang and Robert J. Miller. 1997. Using Research on Employees' Performance to Study the Effects of Teachers on Students' Achievement. Sociology of Education 70(4):256-84. [16] Sheikh, M.A. (2000). Study guide CC.829: Teacher education in Pakistan. Islamabad: Allama Iqbal Open University [17] The National Research Center on English Learning Achievement. (1998) Archived TheEffective teacher. Retrieved October 9, 2007, from http://www.ed.gov/inits/americareads/educators_effteach.html [18] T CHENNAI May 10, 2012 | TNN http://articles.timesofindia.indiatimes.com/keyword/teacher-training [19] YesPakistan.com Staff Writer.(2004) from http://www.yespakistan.com/education/teacher_training.asp

13. Time-Line :
9th -11th May, Literature review was done by our group. 12th -14th May, we used internet to collect data. After collecting all the data and analyzing it we combined all the data and at 21th April we submitted our project .

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