Teacher training programs :

teacher training courses

Teacher training programs:

 

Teacher training education is considered one of the most important factors in improving student learning.

Keeping this in mind many developing and poor countries are focusing more on improving teacher training programs.

In order to develop skilled teachers, they make significant efforts to establish and maintain high-quality teacher training educational institutions.

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Teacher training programs in Asian countries.

 

Primary school teachers:

 

It is a teacher training program for primary school teachers. After matriculation, students can take admission in a PTC course. It is a one-year teacher training course. After completing the course, they can teach in primary school.

Teacher Training Workshops

 

Elementary school teacher training program:

 

C.T is a teacher training program design for elementary school teachers. After HSSC, students can take admission in a C T course.

It is a one-year teacher training course. After completing the course, they can teach in elementary schools.

 

Secondary school teacher training program:

 

B.ed is the best teacher training program which is design for secondary school teachers. After graduation, students can take admission in a B.ed course.

It is one and half year teacher training course. After completing the course, they can teach in public high schools.

 

M.ed course:

After B.ed, students can take admission in M.ed course. This program is one and a half years duration.

After completing the course, they can apply for teaching in Public higher secondary schools.

 

History of teacher training programs:

 

The history of teacher training programs in Pakistan begins with the founding of the country. However, the area was facing various challenges such as a lack of consistent policy, inconsistencies in learning, and a shortage of high-quality teachers.

They make preparations for school teachers. In Pakistan, like many other countries, community centers are a major source of teacher development through pre-service and periodic programs.

However, many studies have raised the question of the quality of institutional delivery while conveying recommendations for improvement.

 

Currently, teacher education in Pakistan is undergoing a transition as a new initiative by the Government of Pakistan with USAID funding through their Pre-Service Teachers Education Program (STEP) project.

These transformations are aimed at improving the quality of teacher education through the introduction of various new methods.

In this regard, a new curriculum for pre-service programs such as the two-year Associate Degree in Education (ADE) and the four-year BEd (Hons) has been developed.

These programs are gradually replacing pre-service programs. It also includes such as the Undergraduate Teacher’s Certificate (PTC), Teaching Certificate (CT), and B.ed’s one-year program.

 

ADE and B.ed  teacher training courses:

The ADE and B.ed program has been rolled out to other colleges. It will gradually implement in the remaining colleges across the country in the coming years.

 

The importance of this educational establishment cannot be overlooked in the development of teacher education in the country. However, there are areas that need serious consideration in the implementation and sustainability of the new transformation plans.

New curriculum:

 

First, the new curriculum used is based on modern educational principles. Teachers are provided with a syllabus that is expected to test instructional materials for classroom instruction.

However, it has been noted that some educators are struggling with access to teaching resources due to the unavailability of reference manuals and the lack of Internet space at their colleges/institutions.

This situation could affect the learning and teaching process of ADE courses. There is a need to provide reference books and an Internet site for faculty members to make the learning process readable.

 Therefore, college faculty members need help in acquiring practical computer and Internet skills.

Third, the new curriculum requires new teaching strategies such as collaboration, questioning, and a work-based approach.

 

Therefore, the development of technical expertise in teacher training institutions should be a priority as well as curriculum development.

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In addition, there is a sense of uncertainty about the sustainability of the new programs after the completion of the Pre-STEP project.

Many educational programs in the past died with the closure of projects. There is therefore a great need to build a clear map of the resilience of change.

 

Finally, there may be a sense of insecurity among student-teachers about their career opportunities after completing their ADE or B.ed degrees.

How are they going to stand without a teacher who has done one-year B.ed and other subjects, a question you have to think about. A clear policy on job opportunities is necessary.

In short, the importance of these training programs is improving the quality of teaching and learning in a school. The new invention of education will improve teaching methods for teachers in Pakistan.