PROFESSIONALISM IN TEACHING 8612 pdf

Professionalism in Teaching is a board area which aims to examine theoretical and practical ethical roles, issues and challenges in teaching. Professional aspect of teaching has always been prime focus for teacher training and holds a fundamental status in teaching profession. Keeping this in view, the course “Professionalism in Teaching” has been introduced for B.Ed Program. The course will equip the prospective teachers with knowledge and practical applications and implications of professionalism in teaching.
Professionalism has become a subject of interest to academics, prospective professional groups and the common man. It has also got attention of policy makers, administrators, teachers, educationists and researchers. Recently drastic changes have occurred in social, political and technological fields which have challenged traditional concepts of professions and professional conduct. Teaching is also questioned to be viewed as profession by some educationists; nevertheless, professionalism is teaching is commonly discussed on ideological, sociological and educational bases. In this respect, professional standards have been developed in different countries in their own perspective and some standards are developed as global/international professional standards for teachers.
The fundamental purpose of the course is to make students fully comprehend professional code of conduct and enhance their ability to practice professional standards effectively inside and outside the classroom.
A number of various aspects of professionalization have been discussed in the book. The course describes changing role of teachers in 21st century scenario and how teachers can utilize technology with pedagogy. It also explains attributes of a professional teacher who should be living exemplars of certain virtues or values or attitude embedded in socio-cultural context of the society.
Moreover, the course examines the ethical issues in teaching. There has been a debate over morality of teacher and moral issues in educational institutions. This debate got tremendous attention of the academic circles because of fast growing phenomenon of multicultural and multiethnic population of the society from where children come to the schools. These trends of 21st century education make teacher education institutions rethink of requirements and expectations about professional development of prospective teachers. The future teachers will have to be well prepared for moral applications and implications of professionalism and tackle the issues and challenges of ethics in all its manifestations. The course professionalism in teaching discusses and examines moral dimensions of teaching profession and will hopefully prove beneficial for making them professionally well prepared.
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PROFESSIONALISM IN TEACHING 8612 pdf

EDUCATIONAL ASSESSMENT AND EVALUATION 8602 pdf

Classroom tests play a central role in the assessment of student learning. Teachers use tests to assess the progress of the students learning. Tests provide relevant measures of many important learning outcomes and indirect evidence concerning others. They make expected learning outcomes explicit to students and parents and show what types of performance are valued. In order to ensure and enhance the effectiveness of teaching-learning process teachers need to get information regarding students’ performance. Based upon this information teachers make critical instructional decisions for example whether to use a certain teaching method or not, whether the progress of students towards attainment of educational goals is satisfactory or not, what if a student is having learning deficiency, how to motivate a student etc. Classroom assessment primarily aims to yield the information regarding students’ performance in order to help the teacher and/or stakeholders to determine a certain degree, to which a learner has acquired particular knowledge, has understood particular concepts or has mastered certain skill.
The competency of the teachers to develop, administer, score and interpret the results is the prime consideration of the tomorrow’s classrooms. Therefore, it is necessary to enhance the knowledge and skills of the prospective teachers towards the development and use of assessment tools. This particular course comprised of nine units. The concept of measurement, assessment and evaluation is elaborated in the first unit, the test items are developed in-line with the objectives/learning outcomes, so objectives are discussed in unit two. The third and fourth units of the textbook are about different types of tests and techniques used by the teachers. The characteristics of assessment tools such as validity and reliability are explained in the sixth and seventh units. The 8th and 9th units of textbook are about the interpretation and reporting of the test scores. The text includes relevant examples for the elaboration of the concepts and the activities are placed for the hands on works, which consequently, help to develop the attitude and the skills of the prospective teachers.
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EDUCATIONAL ASSESSMENT AND EVALUATION 8602 pdf

EDUCATIONAL STATISTICS 8614 pdf

Statistics is of vital importance in vast variety of fields. Particularly it is invaluable for the field of research. In research and particularly in educational research following questions cannot be answered without the use of proper statistical techniques.

 What kind and how much data we need to collect?

 How should we organize and summarize the data?

 How can we analyze the data and draw conclusion from it?

 How can we assess the strength of the conclusion and evaluate their uncertainty?

Owing to the importance, this course is included for prospective B Ed. graduates. The very first unit of the course introduces, its characteristics, functions, its importance and limitations and its application in educational research. Basic overview of descriptive and inferential statistics, variables and its types, scientific method and notation used in the subject is also given in this unit. Unit 2 explains some basic concepts like variable, data, population sample. Unit 3 elaborate graphical representation or exploratory data analysis techniques. Unit 4 highlights some basic techniques of measures of dispersion like range, mean deviation, variance and standard deviation, and measures of shape like skewness and kurtosis. Measures of central tendency like mean, median and mode are described in unit 5. Unit 6 deals with inferential statistics, its logic and importance in educational research. Hypothesis testing, its logic, errors in hypothesis testing and t-test and its types are also discussed in this unit. Correlation along with Pearson and Spearman correlation method and regression and its types are discussed in unit 7. Unit 8 deals with ANOVA, logic behind using ANOVA, F-distribution, one-way ANOVA and multiple comparison procedures. Chi-square (χ2) distribution, its uses and types are discussed in unit 9.

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EDUCATIONAL STATISTICS 8601 pdf

PHILOSOPHY OF EDUCATION 8609 pdf

This course is an introduction to the philosophy of education. It examines the foundations of educational philosophy and it will also attempt to understand the historical context from which our educational discourse derives. More specifically, the course will discuss topics in the areas of idealism, realism, pragmatism, existentialism and post modernism. An understanding of these areas will give the trainee teachers further insight into educational theories such as essentialism, perennialism, progressivism and social reconstructionism, and how these theories impact the classroom teacher. The unit 1 of the course is about the introduction of Philosophy. Unit 2 and 3 discusses the Classical and Modern Philosophical Perspectives on Education. Unit 4 of the course explains the sources of knowledge, while Unit 5 describes Greek Philosophers’ Perspective on Education. Unit 6 and 7 highlighted the western philosophers and Muslim philosopher’s perspective on education. The unit 8 of the course is about the Contemporary Philosophies and Curriculum Development and Unit 9 explained the thinks’ viewpoints in education.
After completion of the course, the trainee teachers will be able to:
1. Describe the scope of philosophy and branches of philosophy.
2. Analyze the relationship of education and philosophy.
3. Evaluate the role of philosophy in educational policy and practice.
4. Discuss the main tenets of idealism and realism.
5. Define naturalism, pragmatism and existentialism.
6. Identify the similarities and differences among naturalism, pragmatism and existentialism.
7. Differentiate between different sources of knowledge.
8. Explain the dialectical method of Socrates.
9. Evaluate Plato’s theory of education and point out its contribution to the field of education.
10. Analyze Aristotle’ curriculum of education.
11. Describe John Lock’ theory of knowledge.
12. Evaluate John Dewey’s philosophy of education.
13. Describe principles of curriculum formation.
14. Analyze Herbart’s Theory of Ideas.
15. Discuss Imam Al-Ghazali’s view about teaching.
16. Explain role of contemporary philosophies in education.
17. Compare different philosophies for curriculum development.

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PHILOSOPHY OF EDUCATION 8609 pdf

Human development and learning 8610 pdf

Human development is the stages of physical, social, mental and linguistic growth that occur from birth through age eight. The teachers need to know knowledge and understanding of young children characteristics and needs. Thus knowledge of child development is fundamental for all early age teachers and teacher educators. It enables teacher to implement developmentally appropriate practices with all children. This requires multiple areas of children’s development and learning including physical, cognitive, social, emotional, language and aesthetic domains. The course has been designed to include all these areas. Efforts were made to highlight all the important aspects of human development.

Unit-1 provides an overview of growth and development. It further clarifies that how the educational psychology has relevance for the classroom teacher in a number of ways. Unit-2 related to the information regarding human development. Unit-3 highlights different aspects of intellectual development. Social development discussed in unit 4. While unit 5 deals with emotional development. Moral development is also an important area of human development and this has been discussed in unit 6.

Language development is also very important in child development and unit 7 of the course dealt with in detail. Human learning and classroom environment discussed in unit 8. Areas of individual differences, causes of individual difference and measurement of individual differences discussed in Unit 9 of the course.

After successful completion of the course, the students will be able to:

1. Differentiate between growth and development

2. Explain different stages of growth and development

3. Explain the process of human development

4. Describe theories of intellectual development

5. Highlight different factors affecting emotional development of child

6. Explain different theories of moral development

7. Describe stages of language development

8. Create an classroom environment that promotes learning

9. Highlight the role of individual differences in learning and teaching.

Human development and learning 8610 pdf

Educational leadership and management 8605 pdf

It has become the dire need for society that everyone must have a specialization in every field of life due to rapid expansion of knowledge. Education modifies the behaviour of a person, thus education can perform this duty well if the system of education runs effectively. For making, developing and establishing the education system administration, management and supervision to play an important role as well as in all other aspects of society. In Pakistan the existing system of educational management and supervision is considered as defective system which does not cope the national, and local level needs of education system. There are so many reasons. One reason is that we cannot yet established a firm administrative structure for education system. It is always uncertain and wavering. So it is the need of our educational institution to prepare those personnel at higher level who are highly skilled professional trained and capable in their field particularly in school management and leadership. So the present course of educational management and supervision observes and envisages the promotion of educational leadership management and supervision.
The primary purpose of the educational leadership management and supervision is the development and improvement of knowledge, understanding and skill in leadership, administration management and supervision. It focuses on important elements of educational management supervision.

The word ‘administration’, as the Latin root ‘minister’ suggests, means services, i.e., worked dedicated to the good of others. The main objective of administration, therefore, is to secure for an individual or society, or the nation, such environment which may lead to their fullest growth and development.
Today more than five thousand men and women are entrusted with the responsibility of administering education in the country. While majority of them are of professional background, a few have been natured in the school of experience. The total look towards educational administration has undergone rapid changes during the recent years.

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Educational leadership and management 8605 pdf

Curriculum development 8603 pdf

Etymologically, the term curriculum is derived from the Latin word “currere”
which means run or run-way or a running course. Thus curriculum means a
course to be run for reaching a certain goal. Arthur J. Lewis and Mid Alice
(1972) defined curriculum as “a set of intentions about opportunities for
engagement of persons to be educated with other persons and with things (all
bearers of information process, techniques and values) in certain arrangements
of time and space.”
A curriculum means, the total situation (all situations) selected and organized
by the institution and made available to the teacher to operate and to translate
the ultimate aim of education into reality.
In the words of Cunningham, curriculum is a tool in the hands of the artist (the
teacher) to mould his material (the pupil) according to his ideal (objective) in
his studio (the school). The material is highly self active, self-determining
human being who reacts and responds consciously.
Curriculum may be defined as the “social environmental in motion”. It is the
sum total of all the activities and experiences provided by the schools to the
learners for achieving the desired objectives. The courses of studies are merely
a suggestion for curriculum activities and procedures, a guide for teaching to
follow.
Curriculum is one of the most important items in the educative process. The
curriculum, in fact, is the fundamental problem which determines the ‘warp’
and ‘woof’ of the process of education. What to do and how to do is the very
essence of curriculum.
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Curriculum development 8603 pdf

GENERAL METHODS OF TEACHING 8601 pdf

Teaching is giving information. It is often defined as imparting new information to pupils. There are a number of concepts in the field of teaching which cannot be understood by the students unless they are explained through different means and methods. The ways teachers impart knowledge directly affect the learning process. Students learn those things easily which are presented properly. A number of teaching techniques have been identified uptill now which relate particularly to the material and to the comprehension level of the learners. Knowledge of teaching methods equipped the teachers with skills that made the teachers professional and successful in their field. This course describes the concepts of effective teaching methods and professional qualities of good teachers in an interactive way. The main focus is to enhance the knowledge on teaching skills.
The students have their own way of understanding and demonstrating the acquired knowledge. Students comprehend the presented information at their own pace. The teaching adds the distinctive process of acquiring the knowledge. The teachers teach a course of study or a practical skill to the pupils. Teachers use different techniques in order to enhance the students’ learning. Students respond differently to different methods of teaching. There are many teaching methods for children like questioning, modeling, demonstrating, collaborating and explaining. Apart from these defined methods, nowadays many other teaching methods in education are being applied for quality learning. The methods like role-play, story or games, seminars, presentations, workshops, conferences, brainstorming, case study, educational trips and modern audio-visual aids like documentary films, computers, internet, etc have been introduced in education. These new technologies have increased the pace of learning and understanding. The new technologies have also enhanced the capabilities of the students to research and logically think for a given problem.
There are many different ways to teach and help students to learn. A teacher considers students' background knowledge, environment, and their learning goals when going to decide what teaching method should be used. Beside this the knowledge of teaching methodologies is also important for the teachers in planning to involve students in new concepts of content. Knowledge of teaching methodologies helps teachers in facilitating learning and retention of the content. Therefore teachers must understand the basic concepts of teaching as well as the effective teaching.

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GENERAL METHODS OF TEACHING 8601 pdf

CITIZENSHIP EDUCATION AND COMMUNITY ENGAGEMENT 8606 pdf

Education modifies the behaviour of person, thus education can perform this duty well if the system of education runs effectively. For making the education system successful teachers play an important role for implementing the different components of education. It has become the dire need of the society to make teachers well conversant about the requirements of the society. It is clear that teacher makes a tremendous contribution to our society.
 A teacher is the one who shapes the personality and entire life of children. It is one of the noble professions as it contributes in building the future of the country and overall society. Teachers play a significant and valuable role as they influence the lives of children who are the future. Students get influenced by the teacher’s character, his/her affection and commitment, his/her competence and his/her morals and ethics. So it is important that only the best and the intelligent human beings are allowed to become teachers so that a safe future is ensured. The role of a teacher in education system is pivotal. He is the implementer of society and the yardstick that decides the quality of education system. Successful teachers enjoy working with children, managing and motivating people, working well with the community.
 The course emphasized how to experience the social contact with the community, and how to mobilize community for the development of the school. The course includes wider issues including culture, gender, special needs, equity and equality and collaborative working condition within the school and community. This course will provide an orientation for the process of socialization and social development. It also emphasize on social factors which may affect education. This course has not only a theoretical perspective but some practical aspects as well, like community work, improving social interaction activities, and promotion of healthy environment.
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CITIZENSHIP EDUCATION AND COMMUNITY ENGAGEMENT 8606 pdf