Saher Aslam, Roll No.

CF503410 2022
829 AIOU Submitted by:
Assignment No.1 Allama Iqbal Open Saher Aslam
Course Code: 0829 University, Islamabad 16PMB02247
Masters of Education

Assignment No. 1

Question No.1
Discuss the instructional responsibilities of a teacher. Highlight the role of teacher as
“Nation Builder”.

TEACHER-A NATION BUILDER

Introduction:
Teachers can be rightly called a nation builder because it is through their perseverance, love and navigation
towards the right path that great men have built our nation. It is our dear teachers who build our character and
personality, which leads us towards our final career destination. A society turns to teachers to build itself and
set its future generations up for success so as to lead society in a positive way. Teachers’ Day is commemorated
on October 5 to highlight the significance of teachers in our own country.
Nation builder –A nation comprises of the children way more than adults. The children are the future and
the teachers are the ones who are getting them ready for their task. With optimum education, wisdom, exposure
and resources, the teachers are building the nation for tomorrow brick by brick and the foundation is so solid
that the nation will only grow upwards. Teaching as a profession is probably the most challenging because
it combines all the other professions in order to help a child grow. One has to have good communication
skills, managerial skills, reading and writing skills, storytelling skills, everything.
The teachers have selflessly and courageously chosen the path where they will always be working for the
mankind and for its good. Teachers have a vital role in nation building because the future is totally in their
hands. They choose to be the fortune builders of the country and if you really want to know how important
teachers are for their country, try imagining a nation without them.
Few responsibilities of Teacher as Nation Builder
Here are a few characteristics of the roles that our teachers play every single day:
Making the children ready for a challenging life
It starts at a very early age, the teachers take the kids away from their parents for a few hours and teach them in
a total different environment. They try and make the environment as friendly as possible, but it is still different
from the environment at home. Knowingly or unknowingly, teachers prepare the kids for unknown environment
which they might have to face in their lives.
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Literacy and wisdom 

The teachers not only make the child literate so that he/she can earn enough to have a normal lifestyle, they also
provide words of wisdom every day which shape the personality of the child. Many children are influenced by
their teachers more than the parents. A teacher is mostly selfless and believes in dissipating whatever
information he/she can to make the kid wiser than yesterday.
A friend, philosopher
Today we can see that teachers have moved on from the basic image of a strict teacher, they have become much
more for their students. They provide a friendly shoulder to cry on when the kid is in a problem, they tell about
the philosophies of life so that the child could take lessons and apply to his/her own life and they guide the child
to follow the right path. The teachers have the courage to push the kid to do what they want to, even if it has
never been done before.
A real guide
Teachers are the real guide of the students. With their deep knowledge of the
subject and teaching technique they can impart valuable information to the
students. They can guide them towards noble deeds, studies, health, and
cleanliness and above all the moral values of life. All these qualities enable a
child to grow into an ideal citizen of his/her nation.
An agent of change
The importance of the role of the teachers as an agent of change, promoting understanding and tolerance has
become more obvious today. This places enormous responsibilities on teachers who participate in the molding
of the character and minds of the new generation.
As Second Parent
Teachers are sometimes considered the second parents of a student. A teacher leads a child to gain knowledge
and explore his or her natural or innate interests and abilities. An ideal teacher is a great motivator who
encourages a student and imparts lessons in ethics and morals and serves as important role model for children.
Conclusion
Teachers are considered the noblest section of the society. This increases their responsibility towards nation and
the students to a great extent; they must be dedicated to the service of the students. Their own actions and high
ideas can easily shape the young minds into good personalities and responsible citizens of tomorrow. They are a
guiding light for students throughout their lives. With these teacher qualities kept in mind, new teachers should
also be trained to work with these aspects in mind. Finally, teachers must be appreciated and respected and
must be provided better facilities and incentives to continue doing so for the development of our nation.
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Question No.2
Explain the Quranic concept of Teacher Education. According to Islamic
perspective which methods of teaching should be used?

QURANIC CONCEPT OF TEACHER EDUCATION

A right can be interpreted as an authority or power that ethically one can work, own, abandon, use or demand
something. The right can also mean a calling of the will of others to the mediator of reason, contrary to the
power or physical strength to recognize the authority that exists on the other. Every human has a right, so the
teacher has some rights too. The teacher is the one who gives knowledge to the learners. Teachers in the
community view are those who carry out education in certain places (not only in formal educational
institutions) teachers have heavy duties and responsibilities. The teacher is a leader figure.

“And among men and moving creatures and the cattle (are) various [their] colors likewise. Only fear Allah
among His slaves those who have knowledge. Indeed, Allah (is) All-Mighty, Oft-Forgiving.” (Fatir 35:28)

Islamic perspective which methods of teaching

Teachers have spent time with learners in educating the nation’s children so that teachers have some rights and
some duties that how teaching must be done, like below:

1. Lead his pupil

The duty of a teacher is to make her pupils become smarter and have a good akhlaq. In
this case, the teacher should lead his pupils to obtain the objectives that they are looking
for.

“From Ibnu Umar ra said: The Messenger of Allah said: each of you is a shepherd and each
responsible for the shepherd: the leader is a shepherd, the husband is a shepherd to his
family members, and his wife is a shepherd in the middle of her husband’s household and
against her. Every one of you is a shepherd, and each is responsible for what is the
shepherd.”
(H.R. Bukhari – Muslim)
2. Salary/wage
Regarding the receipt of this salary at first, there was a dispute. Regarding this salary, the pikers and
philosophers differ in the opinion of the teacher receiving the salary or rejecting it. The most famous refused to
receive a salary is Socrates, then followed by the Muslim philosophy of al-Ghazali, concluding forbidden
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salaries. Al-qabisi’s reason, teachers receive; of course, they are entitled to get prosperity in economic life, in
the form of salary or honorarium.
Teachers are part of the state apparatus that serves
for the benefit of the State through the education
sector, appointed civil servants, given salaries and
educational personnel allowances. But if compared
with developed countries, the income is not
satisfactory but the task is noble, not an obstacle for
teachers in educating students. For teachers whose
status is non-civil servants then they are on salary of
the foundation, not even a few they do not get it but
they still serve in order to seek Allah SWT pleasure.
“Give a worker his wages before his sweat is dry.”
(HR Ibnu Majah)
3. Getting the award and appreciation

The teacher is the spiritual father of the students. He is the one who provides spiritual nourishment and
improves the behavior of learners. That is the profession of teachers must be honored, given its very significant
role in preparing future generations. Respecting teachers means respect for our children. The nation who wants
to advance is a nation that is able to give awards and respect to the teachers.
4. Give his pupil a lesson
It is the duty of the teacher to give his pupil a lesson. This lesson will make his pupils more knowledgeable and
smarter. There should not be an intervention for the teacher to give the lesson.
“As 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 knew.”
(Al- Baqarah 2:151)
5. Give his pupil a direction

Pupils are like people that don’t know a direction and still not knowing anything. As a teacher, he should give
his pupils a direction and make them have a clear path in the future.
“You will not achieve that science except with six things. I will explain to you broadly: intelligently, earnestly,
patiently, there is provision, there is a guiding teacher and a long time.”
(Burhanuddin al-Zarnuji)
6. Have freedom of expression
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The teacher should have freedom of expression because how a teacher can transfer his knowledge to his pupils
without freedom. Obstacles and intervention should be cleared.
“I am the servant of the man who taught me a letter. If he wants to sell me and can also set me free.”
(Sayyidina Ali r.a.)
7. Judge which is the right and the wrong one
There are some cases that make the teacher should choose between two options. As the pupils, they need to
accept the judgment of the teacher.
“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.”
(An-Nisa 4:58)
8. Get respect from people
The words of Allah and the words of the Apostle describe the high position of the one who has knowledge
(teacher). It is argued that the knowledge can lead people to always think and analyze the nature of all
phenomena that exist in nature, so as to bring people closer to Allah.
“Stand up and respect the teacher and reward him, a teacher is almost as an Apostle.”
(Syauki)
9. Accept or reject gift
Teachers should avoid livelihoods that are contemptible in the view of syara ‘and away from situations that can
bring slander and do not do something that can drop the price in the eyes of the people.
“O you who believe[d]! Eat from (the) good (of) what
We have provided you and be grateful to Allah if you alone worship Him.”
(Al-Baqarah 2:172)
10. Advise his pupil
The teacher should advise and correct those who do not maintain good manners in class, such as insulting
friends, laughing loudly, sleeping, talking to friends or not accepting the truth. By doing this, the teacher can
create a good behavior and akhlaq to his pupils.

Conclusion
In conclusion, it is thus apparent that, from the time and with the inspiration of the HOLY QURAN and Holy
Prophet Muhammad SAWW, the organization of education and learning took a serious and established position
within Islamic Civilization. In whatever the discipline, Muslims were able to design structures and methods that
would ensure that knowledge was passed to future generations, for further progress in acquisition of knowledge.
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Question No.3

Critically analyze the role of pre-service and in-service training in the professional
development of a teacher.

PRE-SERVICE AND IN-SERVICE TRAINING

In PROFESSIONAL DEVELOPMENT
Introduction
Training program in an organization is a process by which people are taught with skills and given the
necessary knowledge or attitude to enable them to carry out their responsibilities to the required standard in
the present job and to undertake greater and more demanding roles for effective job performance.
Training in professional development
Organizations are facing many changes which are related to economic needs, social needs and technology
needs. As such, training program plays an important part to overcome these problems and to cater the needs
of the organizations. Training program is also important in the education sector same as the other sectors or
organizations.
 The need for training in education particularly for
teachers is important to improve the quality of
education.
 Teachers are crucial in implementing educational
reforms in accordance with the aspiration of the
National Philosophy of Education.
 The success of a school curriculum is closely
related to its effective implementation.
 Teachers have to be personally aware of the school curriculum, improve and enhance the necessary
skills to interpret the concept changes accurately and to implement the modified curriculum
according to its requirements, aims and objectives.
Need For Pre-Service And In-Service Training

As such, the need for pre-service and in-service training or staff development programme for teachers
plays an essential role in successful education reform. It also serves as a bridge between prospective and
experienced educators to meet the new challenges of guiding students towards higher standards of
learning and self-development. In developing the professionalism status of teachers, the training
program such as pre-service and in-service training should not be run away from the reformation that
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occurs.

In-Service Training
In-service training has for many years been the driving force behind much changes that has occurred in
the area of teaching and learning. As in any other
profession, it is vital that teachers keep up to date
on the most current concepts, thinking and
research in their field. This, in turn supports in their
‘lifelong learning’ as educators, as professionals
and as individuals who are responsible for the
education of the next generation. Teachers play and
active and vital role in the development of productive and dedicated Malaysian citizens. The knowledge,
idea, skills and attitude of the educator must be developed through integrated and systematic way.
According to Marsha & Naftaly (1999),
One of the important component to improve the
quality of education is through in-service training for teachers.
With respect to this, even though there are many in-service training programme been organised by the
Ministry of Education, State Education Department and District Education Office, but the effectiveness of
in-service training in schools should not be taken lightly by school management and also teachers.

The need for pre-service and in-service training for teachers

The need for pre-service and in-service training in schools is getting more attention for teachers to equip
with new knowledge and skills for them to face new challenges and reformation in education.
1. It can enhance the professionalism of teachers who can contribute to organization to achieve goals.
2. It is a professional and personal educational activity for teachers to improve their efficiency, ability,
knowledge and motivation in their professional work.
3. It offers one of the most promising roads to the improvement of instruction.
4. It includes goal and content, the training process and the context.

According to Ong (1993),

Training is the totality of educational and personal experiences that contribute
toward an individual being more competent and satisfied in an assigned professional role.
The primary purpose of in-service training is to enable teachers to acquire new understanding
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and instructional skills. It focuses on creating learning environments which enable teachers to
develop their effectiveness in the classroom.

In this aspect, this training for teachers is the driving force behind much change that has occurred in the age
of teaching and learning. It is vital that teachers keep up to date on the most current concepts, thinking and
research in their field and also promote professional growth among teachers in order to promote excellent
and effective teaching and learning environment for students.
According to Kazmi, Pervez & Mumtaz (2011),
In-service training for teachers enables the teachers to be more systematic and logical in their teaching
style. In-service training is a planned process whereby the effectiveness of teachers collectively or
individually is enhanced in response to new knowledge, new ideas and changing circumstances in order to
improve, directly or indirectly the quality of pupils’ education.
According to Abdul Rashid (1996),
In-service training comprises two main elements that is the fulfillment of pupils learning needs and ensuring
personal and career development of the academic staff. In-service training is a fundamental aspect for the
enhancement of teachers professionalism related to the teachers’ vision to improve the quality of their work.

Through pre and in-service training, teachers can identify and evaluate critically the culture of the school
which can bring changes to the working culture. Studies by Ekpoh, Oswald & Victoria (2013) shows that,
teachers who attend training perform effectively in their work concerning knowledge of the subject,
classroom management, teaching method and evaluation of students. Studies by Jahangir, Saheen & Kazmi
(2012) also show that these trainings play a major role to improve the teachers’ performance in school.

Besides that, these training also provide teachers with ample opportunities to learn new concepts, methods
and approaches through professional development. It is deliberate and continuous process involving the
identification and discussion of present and anticipated needs of individual staff for career prospects and for
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supporting its academic work and plans, and for the harmonious satisfaction of these needs. It training can
also change the attitude and skills of teachers and further increase the performance of students.

It also can help to change the procedures, approaches and practices teacher teach, the way student learn and
would also help to create an excellent school culture in schools. According to Frederick & Stephen (2010),
during the training, teachers will school management skills, evaluation techniques and master wider content
areas of their subjects. For this reason, teachers and educational experts should increase their effort in
fostering and implementing in-service training in schools so as to improve the effectiveness of development
in schools. In-service training has undergone considerable change in the recent years.

As a practice, “result-driven in service trainings is concerned with changing behavior and/or attitudes of
teachers, administrators and staff members rather than being concerned with the number of participants in
such programs”.(Ronald,2004:169).

It is literally impossible today for any individual to take on a job or enter a profession and remain in it
without any changes. Therefore “ training is not only desirable but also an activity to which each school
system must commit human and fiscal resources if it is to maintain a skilled and knowledgeable staff”.
(Ronald, 2004:17s0)

Studies done by Thompson (1992) shows that, after going through in-service training, there are positive
change in teachers attitude, increase self-confidence and also follow up with teachers readiness in
facing any various resistance situation.
Conclusion
The importance of pre-service and in-service trainings should be looked in various
perspectives. It promotes a very flexible environment and allows teachers to adapt with the working
situation and it is also one form of motivation for employees or employers and it will continue to
increase creativity in teaching and learning process. It also enables teachers to acquire new
understanding and instructional skills to develop their effectiveness in the classroom. These
trainings for teachers should have a positive effect on teachers in increasing knowledge,
communication with their involvement in planning school activities and also it increased the staff
motivation.

Question No.4
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Discuss the prevailing structure of Teacher Education in the country. What measures
should be taken for its improvement?

TEACHER EDUCATION or TEACHER TRAINING

Teacher education (TE) or teacher training refers to the policies, procedures, and provision designed to equip
(prospective) teachers with the knowledge, attitudes, behaviors, and skills they require to perform their tasks
effectively in the classroom, school, and wider community. The professionals who engage in this activity are
called teacher educators (or, in some contexts, teacher trainers). There is a longstanding and ongoing debate
about the most appropriate term to describe these activities. The term ‘teacher training’ which may give the
impression that the activity involves training staff to undertake relatively routine tasks to ‘teacher education’.

Teacher Education Programs at Pakistan

Primary School Teachers
Teacher training at the post secondary level takes place in Regional Institutes of Teacher Education (RITE),
and at the Allama Iqbal Open University Islamabad for a one-year program known as the Primary Teaching
Certificate. In addition, prospective teachers are also prepared at the private sector institutions affiliated or
enlisted with universities of public or private sector.
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Secondary School Teachers

Government training institutes of education and different affiliated colleges in private sector train
teachers for the secondary school level. They are awarded a Certificate of Teaching (CT) for one year
study after passing the examination of Higher Secondary School Certificate.
Teacher Education at Universities

The prospective teachers aspiring to teach at the higher secondary school level study for one year at the
Education Colleges for the Bachelor of Education (B.Ed.) degree, after two-year bachelors of Arts or
Science (BA/BSc) education. Teachers possessing B.Ed degree are eligible to teach at the Secondary
school level. Masters of Education (M.Ed) is a one year university education after completion of B.Ed.

Policy Priorities for Teacher Education

All the National Education Policies of Pakistan have accorded great importance to teacher education. The

1959 Commission on National Education

 Stressed upon the necessity of adequate pre service teacher education

 Gave recommendations about functions of teachers in a university
 Gave recommendations about selection and promotion of teachers.

The Education Policy 1972-80

 Estimated teacher producing capacity of the existing 12 teacher training colleges and 55 teacher
education institutions in Pakistan, to be four thousand which was much less than the estimated
demand of three hundred thousand additionally required teachers.
 It recommended the introduction of Education subject at Secondary, Higher Secondary and Degree
level and students qualifying these subjects were suggested to be taken as primary, middle and high
level teachers.
 Relaxation of training requirements for women teachers in special cases was recommended in order to
increase the number of women teachers.
 An academy for teachers’ and educational Administrators’ training was recommended to be set up.
The outdated nature of the teacher training courses was admitted, and their revision was
recommended, along with this preparation of model standard textbooks for teacher trainees were
advised.
The National Education Policy 1979
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 Valued the significant role of teachers in the effective implementation of the education policies.
 It was asserted that teacher is the pivot of the entire educational system.
 In order to promote pre-service teacher
education, all the Primary Teacher Training
Institutions were planned to be upgraded to
Colleges of Elementary Education.
 An Academy of Higher Education was
approved to be established to provide in- service
and pre-service training to the College and
University teachers.

The Sixth five Year Plan (1983-88)

 Embarked sixty million rupees for the teacher education programs to establish additional primary and
secondary teacher training institutes and to enhance the training capacity of the existing primary and
secondary teacher training institutions, and departments of Education at the Universities.
 This plan was unique in the sense that it allocated special funds categorically for the teacher
education programs. Prior to this the trend of blanket approval was in practice and the badly needed
requisite improvement in the standard of teachers could not be facilitated.
 The incremental allocation, as given in the following table reflected the increased importance
accorded to teacher education.
Conclusion:
Educational Planning and Management was also established to provide
opportunities of training to administrators and supervisors working at
different levels of the educational system. This National Education
Policy envisaged that every teacher would be expected to undergo one
in-service course during five-year cycle of his/her service. A system of National Awards for best teachers was
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planned to be instituted. Every year ten teachers of various levels and categories were planned to receive these
awards from the President of Pakistan at national level. Similar awards were planned to be given to selected
teachers by the respective provincial governors.

Question No.5
Explicate the concept of Student (Practice) Teaching by focusing at the sequential steps of pre-
service training.

STUDENT (PRACTICE) TEACHING IN PAKISTAN

Teaching methods are continually developing, and trainings (Pre-service and in-service) give teachers the
opportunity to learn new techniques and strategies which enable them to keep up with colleagues who have just
finished training. It also allows teachers to keep up to date with the latest developments which can be utilized to
enhance everyday teaching.
PRE-SERVICE TRAINING

According to Kothari commission, a teacher who unlike an ordinary worker, acts as a master, crafts man, an
artist, a strategist and a powerful motivator. The environs of a classroom are enlivened by the inspiring,
dynamic, enthusiastic, encouraging, skillful and dedicated teacher.
It is he who shapes the destiny of students and that of the future citizens who eventually shape the destiny of
the country. Such a teacher only can successfully in culture among children values that strengthen the ideals of
social justice and equity.
Definition & Meanings
By its very definition,
A professional, including a teacher is a lifelong learner because
of his association with scientific knowledge which keeps growing
and so opportunities have to be afforded to ensure that he keeps
learning and developing throughout his professional life.
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. 
Significance
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
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appropriate content knowledge about essential qualities of a good teacher 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.

SEQUENTIAL STEPS OF PRE-SERVICE TRAINING

The developmental stages of teachers address distinct stages that teachers experience in their profession. It is
deemed that these stages are hierarchical in nature. Developmental theories evolve from the concrete to craft the
abstract theories. It is furthermore assumed that developmental theories follow the same tenets. Developmental
stages have been proposed for both pre- and in-service teachers. Among these proposed stages, few theories
have focused on pre-service teachers.
One of the most prominent theories regarding pre-service teachers’ developmental stages was proposed by
Fuller and Bown (1975), who identified four distinct stages beginning with the
1. Pre teaching stage in which pre-service teachers are
solely recognized as observers.
2. The second stage deals with the survival issues when
teachers distance from their ideal thoughts about their
occupation and attempt to survive in the profession.
3. The third stage attends to pre-service teachers’
concerns regarding teaching techniques rather than the
learning process.
4. Eventually, teachers become concerned with the learning process and individualized teaching. This last
concern shapes the fourth stage.
Researchers have recognized pre-service teachers’ field professional education is over and which leads to the
improvement of professional competence of educators all throughout their careers.
Pupil interaction skills
It gives teachers the chance to reinforce existing skills, as well as learning new ones that aren’t covered during
teacher training.
For example, 88% of school leaders believe that Initial Teacher Training does not adequately prepare teachers
to help those who have special education needs and disabilities (SEND). Further training can allow teachers to
build on their interaction skills and learn strategies for helping these pupils to achieve their full potential.
Practice makes perfect
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A survey carried out with medical students at Yale University showed that the surgical students who practiced
using a simulation performed better than those who did not.
Teachers can use the same type of simulation training to improve classroom management and interaction with
difficult pupils in a safe environment. Our virtual reality training allows teachers to interact with pupils in real
time and practice areas that they are struggling with until they feel
comfortable dealing with these situations in the classroom.
Increased motivation
It has been shown to increase teacher motivation, confidence and
commitment to teaching. Learning new skills and applying them in the
classroom can lead to a more stimulating and effective teaching
environment.
Supporting measures
Supporting measures are those aiming to eliminate disincentives to teachers’ continuing education. Offering
courses free of charge is the most common among them. The Pedagogical Institute, as the responsible body for
the teachers’ in-service education, offers both obligatory and optional courses free of charge.
The Ministry of Education and Culture is responsible for organizing pre-service training for teachers in the
public sector. The Pedagogical Institute is the main provider of pre-service training, offering both compulsory
and optional courses. Beyond offering centralized training the Department of Teachers’ Pre-Service Training
focuses on adopting other forms of teachers’ support, such as e-learning courses; supportive educational
material development; implementation of intervention programs in school units. Attendance certificates are
issued to all participants.

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
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that are bound to emerge with expansion of computer-technology.

THANK YOU FOR CONSIDERATION!