Issues Related Transfer of Teacher

By khan

Keywords;
Problems
in Teacher Education, Issues in Teacher Education, Poor Quality of
Teaching in teacher  institutions,
Compulsory Teaching practice in teaching 
institutions, Absence of Supervision, Monitoring, Institutional
Performance Evaluation, Training of Teaching Faculty

Problems
and Issues in Teacher Education

Short
Duration of Courses

The duration of teacher
preparation courses is very short in comparison to other countries in the world.
There has been a constant observation of the educators that the duration of
primary school teaching certificate (PTC)
and
Certificate in Teaching (CT)
is very low compare to other developing countries in the world.

The B.Ed. course which
was one year program, now the duration of this program is extended to four
years after completion of 12 year education B.Ed. honor and ADE two years after
12 years of education.

 Poor
Quality of Teaching

Lecture and dictation method
of teaching is used in the PTC, CT and B.Ed., Teaching

Techniques like problem
solving, group work and activity approach are lectured about. Nor

These Techniques are practiced
by the trainers. Although almost all the institutions visited by the

Consultants had science
laboratories, the almirahs with locked apparatus and the work

Tables covered in dust.

The fundamental and
most recommended approach to teaching in the elementary

Classrooms is the
“Activity Approach” which ensures “child-centered” teaching-learning

And active
participation of pupils in the teaching-learning process. The ESL, Science and

Mathematics courses
offered in the U.S. to Pakistan teacher educators also stressed the

Activity approach and
the course participants were provided the opportunity to visit activity

Oriented classrooms.

The
activity-based approach

The trainee school
teachers should be trained in activity-based teaching. The trainee teachers
should observe activity-based teaching in in school as assistant with an
experience teacher before starting teaching practice.

Teaching
Practice

Teaching practice is a
compulsory component in all teacher education institutions; B.Ed., B.S.Ed. the
majority of institutions have “attached practicing schools” for trainees
particularly in the B.Ed. colleges.

They used Government
schools as practicing schools. The supervision of teaching

Practice and guidance
is often brief due to the large number of student and checking their

Lesson plan notebooks
by the supervisor, most of the course time is spent on theory, less on practice.

The majority trainers’ teacher
used lectures method without exception. As soon as the supervisor enter in the
class trainee teacher will change his lesson to activity base or start involve
student in teaching learning process by asking question from students. If the supervisors
carefully check the lesson plan notebooks, he will find shortcomings in their lesson
plans. It clearly indicated that:

·        
The student teachers do not know how to
write lesson plan

·        
 They are weak in subject content

·      The
questions they pose are all “simple recall questions”. Nothing beyond. They
have no idea how to write low-level or high level questions.

·        
Most of their lessons were just lectures
and the students were passive listeners

·        
For the most of the time there were no
learning activities in the lesson plans and no students’ involvement in teaching
learning process. Only in the subject of science a few activity  base experiment were included in lesson plan
which was mostly a demonstration method where students  were as observers

·        
The assessment questions at the end of
the lesson were very simple and easy recall questions related to the textbook
material.

·        
Peer observation of a trainee’s lesson
by fellow trainees, recording comments on the lesson in a lesson observation
notebook and later discussion on the comments with the trainee is an effective
technique but trainee teachers do not share their views with the   training teachers.

·        
The real problem for trainees  teachers in the distance education system
where they have minimum  chance of
teaching practice in some in schools

·        
 Distance  education trainees  teachers provide written later  from private 
schools  headmaster which they
obtained  by bribe or approach

Absence
of Supervision, Monitoring and Performance

Appraisal of Trainers

In distance education
or private the school/college principal deems it appropriate to sit and observe
the class of a teacher trainer. There is no guidance system of a freshly
appointed teacher trainer in these schools...

·        
There is no system of Performance
Appraisal of the trainee teacher or educators

·        
 They have no job description.

.No Feedback Mechanism, No Quality Control

·        
There is no concept of “quality control”
the schools system

·        
The short duration of courses

·        
 lecture style delivery in class room

·        
 Short
and unsupervised teaching practice

·        
 The
absence of supervision and the monitoring

These are the combination
of tragic factors that are the reason for producing low quality of
professionally certified teachers. No one in the teacher education system seems
to worry about the quality of their product.

Institutional
Performance Evaluation

·        
no inspection visits from the
Controllers of the institutions or their authorized teams

·        
 No annual progress reports of the institutions

Linkages
between Institutions

There are no linkages
between the Heads of Institutions for the purpose of discussing academics.
There are no academic linkages between the Provincial Bureaus or the Provincial
PITES.

Training
of Teaching Faculty

The need of a Modern
curriculum for the trainee teachers, and the methods for teacher training
institutions e.g.

·        
Activity and constructivist approach in
teacher training

·        
With educational psychology the teacher
know how handle children and how to teach according to the students mental
level.

·        
Measurement and evaluation of student
achievement

·        
The use of Computers, Internet,
Multimedia in class room

·        
Computer Assisted Instruction (CAI)

·        
Use of Modern technology of Teaching; Cassette
recorders-players, Television, Video Cassettes, Computers.

·        
Implementing the Activity/Discovery
Approach in the Teacher Training Classrooms

Physical
Facilities and Equipment

·        
Schools without buildings

·        
need repairs of buildings and renovation

·        
need new classroom furniture in all
training institutions, Light movable furniture for activities

·        
need Science labs, equipment and
workshop tools

·        
need of audio visual aids and low-cost
teaching materials

·        
Internet connectivity in computer  labs

·        
Libraries needs new recent publications
related to education

·        
Educational magazines need to be made
available for trainee teacher