How Teaching Practice is Different From an Internship | Develop Guideline to Optimize the Benefits of Teaching Practice | Teacher Education in Pakistan | Solved Assignment 8626 | AIOU |

QUESTION

How teaching practice is different from an internship? Develop guidelines to optimize the benefits of teaching practice.

Course: Teacher Education in Pakistan

Course code 8626
Level: B.Ed (1.5 Years)
Solved Assignment

Answer:

Understanding the difference between a practicum and an internship can better prepare students for the curriculum demands of their degree programs. Essentially, educational practicums and internships are supervised on-site work experiences that allow students to practice and demonstrate their developing skills and competencies in their chosen careers. While these experiences bear some similarities in design, their purpose and scope are quite different.

 

THE PRACTICUM EXPERIENCE

Practicums are field experiences that allow a student to observe and document how working professionals perform their job responsibilities. Students will also participate to a limited extent in performing tasks under supervision by program professors and on-site staff. Concurrently, students enroll in a course that outlines the expectations and requirements of the practicum.

The expectations associated with a practicum vary according to the career. For example, a practicum in teaching may require assisting the teacher with implementing small group instruction, whereas a practicum in nursing may entail recording vital signs for one or two patients under supervision. General characteristics of practicums include:

·         Shadowing one or more assigned employees who will guide the on-site experience.

·         Observing and correlating practices in the field with theories and methods previously

·         studied.

·         Recording data or assisting with tasks as directed by on-site personnel.

·         Completing practicum course assignments.

Participation at the practicum site is typically two or three times per week for a few hours per session. No remuneration is expected for a practicum, but it does qualify for academic credit.

THE INTERNSHIP EXPERIENCE

As compared to practicums, internships take on the characteristics of a real job focusing on the independent application of skills and knowledge in the workplace setting. Students are placed with on-site professionals who manage their workload and oversee their performance much as an administrator in an actual employment setting would. Additionally, program instructors visit the student two to three times during the internship to evaluate their progress and performance.

A major difference between a practicum and an internship involves the degree of expected involvement of the student with hands-on work. The expansion of task expectations can be demonstrated using the previous examples from the education and medical fields.

Compared to a practicum student, student teaching interns would not only assist with lesson planning but collaborate with their supervising teachers to create and instruct whole-group lessons independently. In a similar fashion, nursing interns would go beyond mere charting of vital signs. They would be expected to understand and independently perform evaluation procedures on multiple patients, then accurately record their results and consult with their nursing supervisor about them. Internships are usually considered to be full-time experiences, following the work schedule of the assigned placement. They also receive academic credit, and in some cases, may provide a stipend for services rendered.

As an avenue for preparing graduates for careers, academic practicum and internship experiences are valuable tools for learning. They not only afford students opportunities to demonstrate their knowledge and practice their skills in real-world settings but prepare students for the realities of the workplace. By understanding the differences between a practicum and an internship, students have the advantage of being better prepared to navigate the curriculum of the degree programs they are pursuing. Guideline to optimize the benefits of teaching practice:

Through the decisions they make, excellent teachers translate the DAP framework into high-quality experiences for children. Such teaching is described in NAEYC’s position statement on Developmentally Appropriate Practice, pages 16-23: "Guidelines for Developmentally Appropriate Practice." These guidelines address five key aspects of the teacher's role:

·         Creating a caring community of learners

·         Teaching to enhance development and learning

·         Planning curriculum to achieve important goals

·         Assessing children's development and learning

·         Establishing reciprocal relationships with families

Let’s think of these guidelines as five points on a star—a “mariner’s star” to guide our journey to help children learn best. Each point of the star is a vital part of good practice in early care and education. None can be left out or shortchanged without seriously weakening the whole.

Responsibilities of a Teacher to Provide References from Islamic Sources. |Teacher Education in Pakistan | Course code 8626 |AIOU | B.Ed Solved Assignment

Q 2. a) Highlight the responsibilities of a teacher to provide references from Islamic Sources.

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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 leading 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) Teachers have spent time with learners in educating the nation’s children so that teachers have some rights 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/wge

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 who refused to receive a salary is Socrates, then followed by the Muslim philosophy of al-Ghazali, concluding forbidden salaries. While Al-Qabisi has different opinions, he considers receiving the salary may be held. Al-qabisi’s reason, teachers receive salaries because educators have become professionals, 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 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 the salary of the foundation, not even a few 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. A nation that wants to advance is a nation that is able to give awards and respect to 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 were knowing.” (Al-Baqarah 2:151)

5. Give his pupil a direction

Pupils are like people that don’t know a direction and still do not know anything. As a teacher, he should give his pupils a direction and make them 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 the provision, there is a guiding teacher and a long time. ” (Burhanuddin al-Zarnuji)

6. Have the freedom of expression

The teacher should have freedom of expression because how a teacher can transfer his knowledge to his pupils without freedom? Obstacles and interventions 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 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. With the ability that exists in humans are born theories for the benefit of human beings. So, we need to respect the teacher who is willing to give us the knowledge.“Stand up and respect the teacher and reward him, a teacher is almost like an Apostle.” (Syauki)

9. Accept or reject a gift

Teachers should avoid livelihoods that are contemptible in the view of Syria and away from situations that can bring slander and not do something that can drop the price in the eyes of the people. They also need to choose carefully between accepting or rejecting a gift from the parents or pupils to avoid slander.
“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 good behavior and akhlaq for his pupils.

Aims and Objectives of Teacher Education as given by Aggerwal | National Education Policy 2009 |Teacher Education in Pakistan | Course code 8626 |AIOU | B.Ed Solved Assignment

QUESTION 

Compare the aims and objectives of teacher education as given by Aggerwal and given in the National Education Policy 2009.

Course: Teacher Education in Pakistan

Course code 8626
Level: B.Ed (1.5 Years)
Solved Assignment

Answer:

The National Education Policy (NEP) 2009 (“the Policy”) is the latest in a series of education policies dating back to the very inception of the country in 1947. The review process for the National Education Policy 1998-2010 was initiated in 2005 and the first public document, the White Paper, was finalized in March 2007. The White Paper, as designed, became the basis for the development of the Policy document. Though four years have elapsed between the beginning and finalization of the exercise, the lag is due to a number of factors including the process of consultations adopted and significant political changes that took place in the country.

Two main reasons prompted the Ministry of Education (MoE) to launch the review in 2005 well before the time horizon of the existing Policy (1998 - 2010)1: firstly, the Policy did not produce the desired educational results and performance remained deficient in several critical aspects including access, quality, and equity of educational opportunities and, secondly, Pakistan’s new international commitments to Millennium Development Goals (MDGs) and Dakar Framework of Action for Education for All (EFA). Also, the challenges triggered by globalization and the nation’s quest for becoming a knowledge society in the wake of compelling domestic pressures like devolution and demographic transformations have necessitated a renewed commitment to proliferate quality education for all.

This document is organized into nine chapters. Chapter 1 describes overarching challenges, identifies two fundamental causes that lie behind the deficiencies in performance (the commitment gap and the implementation gap), and outlines the way forward.

Chapters 2 and 3 articulate the ways of filling the Commitment Gap (system values, priorities, and resources) and Implementation Gap (Ensuring good governance) respectively. Chapter 4 puts forward the provisions of Islamic Education and the transformation of the society on Islamic human values. Chapters 5 to 8 outline reforms and policy actions to be taken at the sub-sector levels. Chapter 9 broadly suggests a Framework for Implementation of the Action Plan of this Policy document. Annex- I describe the current state of the education sector. 

Available indicators have been assessed against data in comparable countries Most of the issues recognized in this document were also discussed in previous policy documents. A new policy document on its own will not ameliorate the condition but all segments of society will have to contribute to this endeavor. However, the record does recognize two deficits of previous documents i.e. governance reform and an implementation roadmap, which if redressed, can improve the performance of the present Policy.

The policy discusses issues of inter-tier responsibilities wherein the respective roles and functions of the federal-provincial-district governments continue to be unclear. Confusion has been compounded, especially, at the provincial-district levels after the ‘Devolution Plan’ mainly because the latter was not supported by a clear articulation of strategies. The other issue identified for governance reforms is the fragmentation of ministries, institutions, etc.

for management of various sub-sectors of education and, at times, within each sub-sector. Problems of management and planning have also been discussed and recommendations prepared. This document includes a chapter that describes the implementation framework. The framework recognizes the centrality of the federating units in the implementation of education policy measures. The role of the Federal Ministry of Education will be that of a coordinator and facilitator so as to ensure sectorial and geographic uniformity in the achievement of educational goals nationally.

Encouraging private investment in education. There shall be regulatory bodies at the national and provincial levels to regulate activities and smooth functioning of privately- managed schools and institutions of higher education through proper rules and regulations.

A reasonable tax rebate shall be granted on the expenditure incurred on the setting up of educational facilities by the private sector. Matching grants shall be provided for establishing educational institutions by the private sector in rural areas or poor urban areas through Education Foundations. Existing institutions of higher learning shall be allowed to negotiate for financial assistance with donor agencies in collaboration with the Ministry of Education.

 Educational institutions to be set up in the private sector shall be provided (a) plots in residential schemes on reserve prices, and (b) rebates on income tax, like industry. Schools running on a non-profit basis shall be exempted from all taxes. Curricula of private institutions must conform to the principles laid down in the Federal Supervision of curricula, Textbooks, and Maintenance of Standards of Education Act, 1976. The fee structure of privately managed educational institutions shall be developed in consultation with the government.

Innovative Programs

The National Education Testing Service will be established to design and administer standardized tests for admission to professional institutions. Qualifying these tests will become a compulsory requirement for entry to professional education. This mechanism is expected to check the incidence of malpractice in examinations. Likewise, standardized tests shall be introduced for admission to general education in universities.

Implementation Monitoring and Evaluation

A comprehensive monitoring and evaluation system has been envisaged from grass-roots to the highest level. The District Education Authority will be established in each district to ensure public participation in monitoring and implementation. The education Ministers at the Federal and Provincial levels will oversee monitoring committees, responsible for implementation at their levels. The Prime Minister and Provincial Chief Ministers will be the Chief of National and Provincial Education Councils respectively which will ensure the achievement of targets. Existing EMIS at the Federal and Provincial levels shall be strengthened to make them responsive to the need for a Monitoring and Evaluation System (MES). 

The Academy of Educational Planning and Management (AEPAM) shall be strengthened and tuned up to meet the emerging demands of MES and its obligations at the national and provincial levels. Data collected through Provincial EMISs and collated by AEPAM through National Education Management Information System (NEMIS) shall be recognized as one source for planning, management, monitoring, and evaluation purposes to avoid disparities and confusion. Databases of critical indicators on qualitative aspects of educational growth shall be developed and maintained by AEPAM for developing sustainable indicators of progress, based on more reliable and valid data to facilitate planning, implementation and follow-up. A School Census Day shall be fixed for collecting data from all over the country.