3rd NACTE National Conference 2018, Rethinking Teacher ... · 3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta. 0 rd3 NNC

3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.

0 3rd NNC Abstract Book www.nacte.org.pk



Contents

Conference Programme 2

Message by Chairperson (NACTE), Pakistan 6

Message by Vice Chancellor, University of Balochistan, Quetta 7

Message by Vice Chancellor, University of Turbat, Balochistan 8

Message by Vice Chancellor, SBK Women University, Quetta 9

Message by Vice Chancellor, Lasbela University of Agriculture, Water &

Marine Sciences 10

Message by President, Al-Hamd University, Quetta 11

Message by Secretary National Accreditation Council for Teacher

Education (NACTE), Pakistan 12

Abstracts 13



Conference Programme

Tuesday 04 September, 2018

8:00 a.m. – 11:00 a.m. Opening Ceremony

8:00 a.m. Registration Open

9:00 a.m. Guests to be seated

9:10 a.m. Arrival of the Chair

9:15 a.m. National Anthem

9:20 a.m. Recitation of the Holy Quran

9:25 a.m. Naat-i-Rasool Maqbool

9:30 a.m. Welcome Address by Prof. Dr. Riaz-ul-Haq Tariq

9:40 a.m. Address by VCs

10:20 a.m. NACTEA brief Overview by Prof. Dr. Irshad Ahmad Farrukh

10:30 a.m. Keynote Address by Prof. Dr. Razia Sultana

10:45 a.m. Presidential Address

11:00 a.m. – 11:30 a.m. Tea Break

Time: 11:30 a.m. – 1:30 p.m. Day: 1 Session: 1

Session Chair: Dr. Nasir Mahmood, Dean Faculty of Education, AIOU, Islamabad

Paper ID Title Presenter

101 Needs Analysis and Effectiveness of Professional

Development Program at Early Childhood Education Level Aalumger Shah

103

Concerns of stakeholders regarding dropping out

professional degrees in the recruitment of teachers in Khyber

Pakhtunkhwa (KP)

Abdul Ahad

Roshan Saeed

105 Emotional Resilience of Teachers and Their performance at

Higher Education: A co-relational research

Abdul Basit

Rana

107 Impacts of the Constructive Feedback on the Quality of

Teaching Practicum-An Action Research Project

Abdul Malik

Taj

112 Teaching Quality of Prospective Teachers: A Comparison of

Formal and Distance Teacher Education Institutions Aurangzeb

114 The Equation for Pakistan: World Class Learners =

Reforming Teacher Education

Cusrow J.

Dubash

117 Evaluating the outcomes of four year B.Ed program: A case

study of Graduates of Public Sector University

Dr Naila

Siddiqua

120

An investigation of informational/learning resources and

infrastructure for the effective implementation of new B.Ed.

(Hons.)/ADE Program in Balochistan.

Dr. Alia Ayub

187 Developing critical thinking skill at undergraduate level

Through the teaching of fiction

Sumera

Bhanbhro

127 Myths and Realities about Teacher’s Competencies and Job

Satisfaction: A Survey

Dr. Humara

Bano

1:30 p.m. – 2:30 p.m. Lunch and Prayer Break



Time: 2:30 p.m. – 5:00 p.m. Day: 1 Session: 2

Session Chair: Dr. Samina Malik, Dean of Social Sciences, IIU, Islamabad


121

Analysis of Trainee Teacher’s Attitudes regarding B.Ed

(Hons) a Professional Teaching Course in Peshawar

University

Amna Gohar

124 Students’ Performance and Satisfaction in B. Ed (Hons)

Program Dr. Asif Iqbal

128 Role of Heads of Institutions as Mentor in Secondary

Schools

Dr. Iftikhar

Ahmad Baig

137 Curriculum Design of 4-years B.Ed. Program: Correlation

among Students’ and Teachers’ Curriculum Practices

Dr. Naila

Siddiqua

138 Institutional Perspective for Accreditation of Teacher

Education program: Effectivenss of Processes and Tools

Dr. Naila

Siddiqua

139 Teachers Perceptions, Understanding and Practices about

Professional Standards: A Perceptual Study

Dr. Najmunnisa

Khan

140 Comparison of Self-Efficacy Beliefs of Urdu and English

Teachers on the Basis of School Level

Dr. Namra

Munir

142

The Effect of In- service Teachers’ Training Programs on

Students’ Academic Achievement at Secondary Level in

Rawalpindi

Dr. Sadaf Zamir

Ahmed

145 An Analysis of Teachers Recruitment Policy 2017-18 and

Application at Sindh Level

Dr. Tayyaba

Zarif

151

Rethinking Teacher Education in Pakistan

Sub Theme: Developing Professionalism in Teachers

through continuous Professional Development (CPD)

Dur Jan

152

Impact of Teachers Training on student learning outcomes-

A study of Engineering Department at FAST National

University

Farrukh Idrees

158

Determining the Role of Teacher Education and Curriculum

in Developing Civic Sense amongst Youth of the Society: A

Pragmatic Approach

Hasnain Raza

Poonawala

160 Practicum - Practice Teaching and Stress Causing

Experiences among Pre - Service Teachers in Pakistan

Ijaz Ahmad

Tatlah



Wednesday 05 September, 2018

Time: 9:00 a.m. – 11:00 a.m. Day: 2 Session: 1

Session Chair: Dr. Rafqat Ali Akbar, Director IER, University of the Punjab, Lahore


170 Perception and practices of integrating soft skills and

positivity training in teacher education program

Dr. Anjum Bano

Kazimi

178 Pedagogy and Practice: Teaching and Learning English in a

Classroom of Primary Schools of Balochistan

Sania G.

Panezai

189 Assessing the level of Media and Information Literacy in

University Students Tooba Saleem

191 Teaching Profession, Teacher Professionalism and Ethics:

Turning Knowledge into Wisdom

Dr. Nasreen

Hussain

193 Are Future Teachers in Balochistan Equipped to Teach in

Religious Schools? Saba Rehaman

194 Standard Teaching: towards national culture of research and

policy development

Zainab

Taiyyeba Alias

195 Determining the role of teachers and teacher educators in

developing civic sense and ethics among youth

Dr. Khalid

Rashid

196 Teachers' Conceptions of Their Own Success: A Case Study

of AIOU Teacher Education Graduates

Dr. Zahid

Majeed

197 School Heads as conflict creators: Neglected Domain Muhammad

Javed Iqbal

11:00 a.m. – 11:30 a.m. Tea Break



Time: 11:30 a.m. – 2:00 p.m. Day: 2 Session: 2

Session Chair: Dr. Saleha Parveen, Dean Faculty of Education, Sindh University, HYD


1104

Study of the National Standards for Accreditation of Teacher

Education Programs in Pakistan & Perception of Teacher

Educators

Shabir Kumar

Oad

1105 A comparative study on the teaching strategies at class six

level in the public and private schools of Quetta. Nadia Ali

1106 Quality Issues in Open and Distance Learning (ODL) Dr. N. B.

Jumani

1107

Digital Transformation in Teacher Education by Bridging

Digital Divide between Teacher Educators and Prospective

Teachers

Dr. Naveed

Sultana

1109 Teaching Challenges in the 21th Century: Elementary School

Teachers Perceptions Zaira Wahab

1110 CPD Practices: A Study of the Context of Higher Education

Institutions in Pakistan Uzma Shakoor

1111 An Over View of Teacher Education Program Accreditation Dr. Irshad

Ahmad

1112 Changing Times and Challenges for Teacher Education Dr Riaz ul Haq

Tariq

1113 Predicting the Role of Study habits in Academic achievement:

A study of University students in Punjab Tehsin Ehsan

1114

Effect of Teachers Education and school environment on

Parents decision in opting public or private school for their

Children

Noureen Zia

164 Apprenticeship of Observation and the Localisation of the

Teaching of English

Liaquat A.

Channa

168

Teacher Education and the teacher recruitment policy:

analysis of high claims of providing appropriate teachers at

school level

Dr.

Muhammad

Waheed

2:00 p.m. – 3:00 p.m. Lunch and Prayer Break

4:00 p.m. – 5:00 p.m. Closing Ceremony

4:00 p.m. Recitation of Holy Quran and Naat e Rasool Maqbool

4:15 p.m. An overview of NNC 2018 by Dr. C.J Dubash

4:30 p.m. Conference recommendations by Prof. Dr. Riaz ul Haq Tariq

4:40 p.m. Address by Guest of honor

4:50 p.m. Address by Guest of honor

4:10 p.m. Address by Special Guest

4:30 p.m. Address by Chief Guest

4:40 p.m. Vote of Thanks by Dr. Irshad Ahmad Farrukh

4:50 p.m. Distribution of Certificates and Shields

5:00 p.m. Closing of the Conference/Group Photograph



Message from Chairperson NACTE

It is my privilege to welcome all the honorable guests,

teachers, teacher educators, researchers and participants to the 3rd

NACTE National Conference 2018 on Rethinking Teacher

Education, Pakistan organized by National Accreditation Council for

Teacher Education (NACTE) Pakistan in collaboration with HEC,

UOB, SBK, UOT and AIU Quetta. I congratulate and appreciate the

efforts and hard work of Prof. Dr. Irshad Ahmad Farrukh, Secretary

NACTE & Ms. Uzma Shakoor, Senior Research Officer NACTE,

and their team for accepting the challenge and successfully organizing gigantic task of this

conference, particularly at Quetta where the travelling hard.

I am sure this conference will provide opportunities to the participants to share their

thoughts and perceptions related to the existing status of teacher education from different

perspectives. This conference will develop insight of the participants to better understand the

quality related problems of teacher education Pakistan. By holding this conference, NACTE has

fulfilled its promise to make it a regular feature of its tasks and work plans to hold it in each

province every. I feel honored to be part of galaxy of educators, researchers, academicians, and

stakeholders from all over Pakistan. I welcome you all once again.

Prof. Dr. Riaz ul Haq Tariq

Chairperson

National Accreditation Council for Teacher Education, NACTE Pakistan



Message from Vice Chancellor, University of Balochistan

It is a matter of honor for me to welcome honorable guests in

University of Balochistan for the 3rd NACTE National Conference titled

“Rethinking Teacher Education, Pakistan. Organized by NACTE with the

support and collaboration of Higher Education Commission, Pakistan.

Universities as higher centers and learning are supposed to be

carding the summit of learning. Researchers have identified three basic

functions for universities i.e. teaching, research and public service. These

indeed are quite but sacred roles. Universities of Balochistan can rightly be proud to be the

partner in organizing this conference as the topic not only is unique and thought provoking but is

also very current in application of domain. Pakistan and especially Balochistan The aim of this

conference is to provide a forum for Academicians, Researchers Educational Leaders,

Practitioners, Research Scholar and Students to Rethinking Teacher Education in Pakistan.

The conference will provide opportunity to develop new linkages among the educationist

from all over the country to collaborate and work together, share their experiences and explore

the workable solutions to promote Teacher Education in Pakistan.

I expect and am very hopeful that platform of this conference would provide the

participants with a lot of multidirectional ideas, which if worked upon, will be highly beneficial

in deciding the most correct directions for our current and future learning endeavors. Our efforts

during times to come should be based upon knowing that in today’s world, policy of inclusion is

more profitable compared to the one of exclusion.

I would also take this opportunity to extend my gratitude and appreciation to all who

have played their vital role to organize this conference.

Prof. Dr. Javed Iqbal

Vice Chancellor

University of Balochistan, Quetta



Message from Vice Chancellor, University of Turbat

I feel proud to be the founder Vice Chancellor of the University of

Turbat. Universities around the world are considered as a catalyst for

change. These are centers of promoting creative ideas, rational and

critical thinking, policy formulation and value orientation. It is matter of

immense pleasure for me to say that we are doing our utmost to build a

distinct center for higher education in the province by zealously

upholding our guiding principles as expressed in the motto of our

University.

I would like to extend my heartfelt facilitations to all the, faculty,

management and staff and students of the University of Turbat for their day and night

determined efforts for uplift of the institution. University of Turbat, just into the sixth year of its

establishment, is looking forward to achieve excellence in imparting quality teaching and skills,

promoting research culture, and develop an ideal industry-academia linkage program.

As for as leading to an educational institution is concerned an individual can only provide

quality leadership, which is needed to take people along for achieving desired goals. My team

including faculty, administration, and students helped me in achieving academic excellence and

adhering to our values, customs, and traditions.

The trajectory of the University is adorned with some commendable achievements on the

part of the University of Turbat. Some of them include the recent shifting to it permanent main

campus at Jinnah M-8 University Road Turbat, and successfully holding its first Convocation in

March, 2017 whereby scores of students were conferred upon degrees by the honorable

Governor Balochistan, establishment of the Sub Campus of University of Turbat at Gwader

during the year 2017 speaks volumes of the supreme hard work and dedication of my committed

and enthusiastic team endowed with mission to see University of Turbat as one of the finest seats

of learning in country.

In the end I congratulate the NACTE and its dynamic leadership mainly Chairman and

Dr. Irshad Ahmed Farrukh Secretary NACTE for holding the third NACTE conference in

Balochistan at Quetta.

Prof. Dr. Abdul Razzaq Sabir (TI)

Vice Chancellor

University of Turbat (Balochistan-Pak)



Message from Vice Chancellor, SBK Women’s University-Quetta

It gives me pleasure to learn that National Accreditation Council for

Teachers Education is organizing a prestigious 3rd NACTE National

Conference in Balochistan. NACTE is playing a vital role in reforming the

teacher education in Pakistan through their robust evaluation and critical

analysis. NACTE is not only accrediting teacher educational institutions in

Pakistan but also providing a platform to the teacher educators and future

teachers for sharing their experiences and research in NACTE National

Conference. The purpose of this forum was to address the prevailing issues

of teacher education focusing on how to prepare quality teachers, conduct ideal weightage of

content and improve professional grooming. The conference aimed at bringing together

stakeholders for the adoption of a uniform strategy on teacher accreditation, certification,

licensing and registration at the national, provincial and area level.

I believe this conference will provide a useful platform to scholars and educationists for

sharing ideas and developing linkages which will ultimately translate into a visible improvement

in the quality of education and research. I wish a huge success for the 3rd NACTE National

conference.

Prof. Dr. Rukhsana Jabeen

Vice Chancellor

SBK Women’s University-Quetta



Message from Vice Chancellor, Lasbela University of Agriculture,

Water and Marine Science

There is consensus among the academicians and practitioners that

the role of quality education is eminent for the progress of any nations. I

do believe that the same holds true for the contribution of the teachers

towards the quality education. There is a close association between the

capability of a teacher to share the information and to translate that

information into the knowledge. Such knowledge helps to bring innovate

and technological changes and to improve the socio-economic status of the nations. In this

context, National Accreditation Counsel for Teacher Education (NACTE) is putting its efforts to

strengthen the quality of education. It mainly comes from its timely contributions towards

providing knowledge, skills and abilities (KSAs) of the teachers in the country.

Prof. Dr. Dost Muhammad Baloch

Vice Chancellor

Lasbela University of Agriculture, Water and Marine Sciences



Message from President, Al-Hamd Islamic University

I am gratitude to welcome this erudite gathering where

intellectuals are assembled to enhance the Quality of education

through Research. I personally appreciate and encourage the

management of the National Accreditation Council for Teacher

Education (NACTE) for their Proactive approach in rethinking of

Teachers Education in Pakistan. The emphatic position of Research

Work is basically unique formation of a new era academically

wherein the need of good leadership , mature decision makers,

developers and reformers are directly connected by the educationists

who has adept in Political, Social, Economic and Cultural values which can be achieved through

this NACTE National Conference. I appreciate all the Management who think of Research

through the Teachers Capacity Building. I expect from the participants to utilize their knowledge

for the development of this region. I focus the word RETHINK is the new development which

drives our National Educational Goal as the success story for the new Generation. I believe

everyone here has the sense that right now is one of those historical moments in which we can

together positively influence the future, for the benefit of our country Pakistan. Finally I am

thankful to Dr. Riaz ul Haq Tariq chairperson and Dr. Irshad Ahmad Farrukh secretary NACTE

for this productive event which shall be beneficial for the country.

Prof. Dr. shakeel Roshan

President

Al-Hamd Islamic University, Quetta



Message from Secretary NACTE

I feel myself highly privileged to welcome all my colleagues and

friends to the 3rd NACTE National Conference 2018 on Rethinking

Teacher Education, Pakistan organized by National Accreditation

Council for Teacher Education (NACTE) Pakistan in collaboration

with HEC, UOB, SBK, UOT and AIU Quetta.

This conference is aimed at calling upon policy-makers, teacher

educators, researchers and practitioners across the country to ‘rethink’

about the existing scenario and the disparities among the provinces and

social status of teachers and teaching profession in the country. Efforts are needed to identify the

issues and problems of teacher education in Pakistan. This forum will help to provide the

understanding and learning opportunities to point out the factors, by sharing knowledge, personal

and research experiences, to rethink, improve and develop teacher education and teaching.

I am sure this conference will be a good occasion to contribute share, discuss, rethink,

and interact on personal level for resolving the issues and improving the teacher education. I am

grateful to the guests from the institutions all over Pakistan, administrative departments and

organizations, who specially spared time from their busy schedules to grace this occasion. This

event was not possible without the untiring efforts of NACTE team.

Let me therefore thank Ms. Uzma Shakoor specially, and Mr. Usman Mukhtar for the

whole-hearted support and efforts, they made to make the event a success. I am personally

obliged and thankful to Mr. Abdul Nasir Kiazi of UOB, Dr. Gul Hassan from UOT, Dr. Zarina

Waheed & Dr. Alia Ayub from SBK and Mr. Urwa Javed from AIU, Quetta, all friends and

colleagues for their cooperation and support without which holding of this conference was really

not possible.

On behalf of the NACTE, staff, and Council members, I thank all for contributing to the

success of this conference. Wishing all a comfortable and enjoyable, stay in the city of sleeping

beauty of Quetta.

Prof. Dr. Irshad Ahmad Farrukh

Secretary

National Accreditation Council for Teacher Education, NACTE Pakistan



ABSTRACT ID 101

Needs Analysis and Effectiveness of Professional Development Program at

Early Childhood Education Level

Aalumger Shah Shaheed Zulfikar Ali Bhutto Institute of Science and Technology (SZABIST) Karachi, Pakistan.

Prof. Dr. Shahida Sajjad Shaheed Zulfikar Ali Bhutto Institute of Science and Technology (SZABIST) Karachi, Pakistan.

The purpose of this study was to investigate the level of satisfaction of the personnel

involved in the implementation of Early Childhood Education (ECE) curriculum about ECE

professional development. The study also intended to highlight areas of improvements, gaps and

challenges of ECE professional development programs and to analyze the professional needs of

ECE teachers from private sector. A scientific professional need analysis was conducted to

devise a model Professional Development Program for ECE teachers to develop ECE teachers’

capacity to implement ECE curriculum. The purposive and convenient sampling was used to

select private sector schools of Karachi with fee range from Rs. 1500/- to Rs. 3000/- per month.

The researcher used questionnaire for ECE teachers, observation tool for pedagogy and school

ecology and environment. The study also conducted document analysis of operational tools,

formative assessment rubrics and ECE planners to check the alignment of classroom activities

with national curriculum of Pakistan. The need analysis and assessment was conducted under the

umbrella of ECE National Curriculum of Pakistan and Indiana Curriculum Standards of

professional development. The data was analyzed and presented in descriptive statistics and

inferential statistics. A one-way analysis between groups of variance was also conducted to

explore differences between the groups’ responses. The data of observation sheet and documents

analysis was analyzed on pre-selected theme and checklists. The observation and documents

further explored the needs of teachers recommended for ECE curriculum implementation. The

data revealed that majority of the teachers were not satisfied with training competences selected

for fulfilling their professional needs. The Correlation result reveals that the score of “importance

of improvement” and the “need of improvement” for ECE training competences are positively

correlated. The result also revealed that most of the teachers preferred and selected training

sessions more for their personal growth and development. The research recommended that the

focus should be on teachers’ direct needs and organizational needs to implement curriculum. The

training sessions should be organized implementing active, interactive and person specific

training to fulfill teachers’ needs to implement ECE curriculum. The study further suggested that

Sindh Teacher Education Development Authority (STEDA) is supposed to be functional to

regulate the quality standard of teacher education on the training institutions so that the required

quality of teacher education can be achieved in ECE professional development.

Key Words: Early Childhood Education, Professional Development Program, Continuous

Professional Development, ECE Curriculum



ABSTRACT ID 103

Concerns of stakeholders regarding dropping out professional degrees in the

recruitment of teachers in Khyber Pakhtunkhwa (KP)

Abdul Ahad Roshan Saeed

Institute of Education & Research Gomal University, D.I.Khan, KPK, Pakistan

Dr. Malik Amir Atta


Qayyum Nawaz


Teaching is a prophetic profession. It requires a considerable amount of professional

knowledge and skills that allows any individual to become a competent teacher and play his role

successfully in the school environment. The present study was conducted on the topic “Concerns

of stakeholders regarding dropping out professional degrees in the recruitment of teachers in

Khyber Pakhtunkhwa (KP)”. The government of KP recently gave an open opportunity to

everyone can apply on each and every teaching cadre posts of school without having the

professional degree. Various stake holders have their extreme concern about the present

Government policy for the teacher’s recruitment. The purpose of study was to explore and

compare the concerns of stakeholders regarding recruitment for all cadres in district D.I.Khan.

The mixed method convergent parallel design was used for the study. The population of the

study was 28-teachers (18-RITE+ 10-IER), and 229students (50-RITE+179-IER). Simple

random sample of size 28 teachers and 115 students. The five point Likert scale and structured

interview as a tool was used for the study. The percentage and t-statistics at 0.05 significance

level was used for quantitative data analysis while thematic analysis was used for interview.

Both results (quantitative and qualitative analysis) matched with each other. The stakeholders

showed highly negative concerns about recruitment of teachers without professional degree.



ABSTRACT ID 105

Emotional Resilience of Teachers and Their performance at Higher

Education: A co-relational research

Abdul Basit Rana

PhD Scholar Special Education

Department of Special education, University of the Punjab, Lahore

Contact # : 03004315737

Email: [email protected]

Sumaira Abdul Basit

M.Phil Scholar

Govrnment College University, Faisalabad.

Contact # : 03004112369

Abdul Aziz Ch.

M.Phil Scholar

BZU, Multan.

The purpose of study was to find out the relationship between teacher’s emotional

resilience and their performance at higher education. Further gender differences in emotional

resilience were also investigated in the study. For this purpose the researchers conducted a

correlation research. The population of the study was all teachers at higher education in Punjab.

A sample of 75 university teachers from three universities of Punjab was taken by using

convenient sampling technique i.e 25 teachers from each university. The researchers used

questionnaires to measures the level of teachers’ emotional resilience and their performance. The

data collected in terms of participant’s ranking responses was analyzed by applying descriptive

and inferential statistical techniques such as means, t-test and pearson r. The data analysis

showed that there is a strong positive relationship between teachers’ emotional resilience and

their performance. The teachers who have higher level of emotional resilience perform better at

their workplace as compare to those who possess low level of emotional resilience. Moreover it

was also found that the female teachers possess lower level of emotional resilience as compare to

male teachers at higher education. The study has greater implementation for the betterment and

development of teachers at higher education.

Key Words: Emotional Resilience, Teachers’ performance, Higher Education

mailto:[email protected]



ABSTRACT ID 107

Impacts Of The Constructive Feedback On The Quality Of Teaching

Practicum-An Action Research Project

Abdul Malik Taj

Government College of Education, Quetta.

Staff Development encircles those processes that perk up the job related knowledge,

skills and attitudes of fellow teachers and other staff members of different cadre of the same

institute while this study focuses on the pedagogical skill development of teacher educators and

student teachers. The observation/assessment model of staff development provides teachers with

objective data and feedback on the subject to their classroom performances. The current action

research study was organized and conducted in order to support and promote the effectiveness in

the supervisory skills of Teacher Educators (TEs) and to enhance the teaching skills of

Prospective Teachers (PTs) by providing constructive feedback. A total of 16 participants (4 TEs

and 12 STs) of Government College of Education Quetta were taken as sample population.

Classroom Observations by Classroom Observation Checklist(COC), interviews of the Teacher

Educators and Prospective Teachers and written reflective diaries of the Prospective Teachers

were the research tools of the research. Data analysis revealed that the teachers’ behavior can

positively be influenced by the use of an observation/assessment model of staff development.

This model can be an effective technique for the enhancement and upbringing of professional

skills. The constructive feedback whether written or spoken, plays a crucial role in the

improvement of professional skills of practicing teachers. This model followed by both written

and spoken constructive feedback should be focused on specific behaviors and skills concerned

with the profession and future demands of the field.



ABSTRACT ID 112

Teaching Quality of Prospective Teachers: A Comparison of Formal and

Distance Teacher Education Institutions

Aurangzeb

Department of Management Sciences National College of Business Administration & Economics

Bahawalpur.

Dr. Muhammad Shakir

Lecturer

Department of Educational Training The Islamia University of Bahawalpur.

In Pakistan, two types of teacher education institutions are preparing the teachers; one is

formal teacher education institutions and two is through Non-formal teacher training institution.

The main focus of the study was to compare the teaching quality of prospective teachers ’of

formal and non-formal teacher education institutions in Pakistan. The main objectives of the

study were (a) to study the structure of Pre-Service Education Program of formal and Non-

formal teacher education program in Pakistan and (b) to compare the teaching quality of pre-

service education programs of formal and Non-formal teacher education program in Pakistan.

The study was descriptive in nature and survey method was used to gather information. Sample

of 300 Male and female prospective teachers of final semester enrolled in pre-service training

program in all the Govt. Colleges, The Islamia University of Bahawalpur, Govt.Sadiq Women

College University Bahawalpur and Alama Iqbal Open University Regional Campus Bahawalpur

were randomly selected as a sample of the study. Questionnaire was used to collect data from

both formal institutes and Alma Iqbal Open University students. After collecting data, two

separate data sheets on SPSS version 22 were prepared after this data was codded and fed data to

analyze. Descriptive statistics analysis (mean, frequencies and standard deviation) and Inferential

statistics, Pearson correlation test were performed. This study cover Nine factors of teaching

quality of teachers studying under formal and non-formal teachers education institutions e.g.

Command on Subject (COS), Learner Psychology (LP), Moral and Ethical Education (M&EE),

Pedagogical and Andragogical Skill (P&AS), Assessment and Evaluation (A&E),Class Room

Management (CRM), Educational Technology (ET) Community Involvement (CI) have

significant impact on Professional Code of Conduct ( PCC).This comparative analysis reveals

that the students studying under formal institute found more competent and knowledgeable than

the students studying under the Alama Iqbal open University Regional Campus Bahawalpur.

Key Words: Teaching Quality, Prospective Teachers, Formal Teacher Education Institute,

Distance Teacher Education Institutions



ABSTRACT ID 114

The Equation for Pakistan: World Class Learners = Reforming Teacher

Education

Cusrow J. Dubash

Department of Education, Forman Christian College University, Lahore

Umair Jamal

Department of Education, Forman Christian College University, Lahore

In changing times and being part of the “information age” where technology has

infiltrated into practically all areas of human life, education seems to be lagging behind. In the

real world, emphasis is given to not just education but “TEACHER EDUCATION” as it is seen

as the single most important factor that can impact on all other education. In Pakistan, teacher

education has come into the limelight about a decade ago and is in dire need of being upgraded

and brought up-to-date.

This study looks at two international academic giants: China and the USA, in terms of

what each country offers its citizens and why each wants to copy or at least learn from the

successes of the other. In comparison with these two countries Pakistan’s teacher education

programs are more focused on highlighting administrative matters while not much is done to

look at pedagogic foundations that are fit for 21st century education. We must understand that

contemporary education practices need to focus on skills rather than on content, information and

knowledge.

Great strides need to be made in reforming teacher education in Pakistan and doing it

practically not just on paper. Recommendations are made regarding what and how this

reformation can be brought about. Industrial age values that still prevail in our education system

need to be replaced with information age desires, if our students are to compete at par with the

developed world. The teachers must change!!!

Key Words: Teacher education, industrial age, information age, pedagogy, 21st century skills

3rd NACTE International Conference, May 2018, Quetta, Pakistan.



ABSTRACT ID 117

Evaluating the outcomes of four year B.Ed program: A case study of

Graduates of Public Sector University.

Dr Naila Siddiqua

Dept.of Education, UoK

Nighat Parveen

Dept. of Education, UoK

Mohammad Zakria Khan

Dept. of Education, UoK

The purpose of the study was to evaluate the outcomes of four year B.Ed program with

respect to the objectives set by NACTE for teacher education program. It was a dire need of the

society to produce competent and skilled teacher to build up a world class education system that

are sincere and dedicated to their profession. NACTE has been developed as an autonomous

body to ensure the quality of education. A descriptive case study was designed to collect data

qualitatively through interview protocol. Questions were designed on the basis of subsidiary

objectives related to international standard for teachers, modified and skillful curriculum and

practicality of content through practicum. Data was collected from twenty pass out graduates

selected by snow ball sampling technique and analyzed by thematic approach. Findings indicate

that despite little weaknesses most of the objectives of NACTE and USAID program have been

achieved. The participants express their views that after completing this four year B.Ed program

they are able to know the use of different teaching strategies and skills which are required for an

internationally licensed teacher, It was also recommended that content should be revised to meet

the new challenges and assistance should be taken from the concerned department to improved

the concept of the student for related subjects.

Key Words: NACTE, Teacher licensing, Practicum, Curriculum enrichment, Program Outcomes



ABSTRACT ID 120

An investigation of inforational/learning resources and infrastructure for the

effective implementation of new B.Ed. (Hons.)/ADE Program in Balochistan.

Dr. Alia Ayub

Asst. Professor, Chairperso Education Department SBKWU, Quetta.

This research aimed at investigating current status of informational/learning resources

and infrastructure of teacher education institution in Baluchistan for the implementation new

B.Ed. (Hons.)/ADE Programs in Baluchistan. This research not only investigate the current

status of informational/learning resources and infrastructure but also investigate the reasons if

these resources are not in suitable condition and are not playing any role in the effective

implementation of new B.Ed. (Hons.)/ADE Programs. The research was conducted in 7 teacher

education institution spread across Baluchistan. The data was collected through survey

questionnaire from seven Heads of the institution and nine Teacher Educators, involved in

teaching different courses of B.Ed. (Hones.)/ADE at different semesters. Focus group discussion

with head and nine teacher educators/institution was also conducted. The quantitative and

qualitative data from two instruments helped in-depth understanding of the reasons. The results

indicates that teacher educators and administrators are trying their level best for the successful

implementation of this new teacher education program. But they are facing many difficulties in

getting fruitful results of this innovative teacher education program. Result showed that, lack of

physical, (little number of rooms, space in rooms for using interactive pedagogies, no room for

students to do their projects, little space in libraries etc.) financial and informational/learning

resources is a serious problem and creating hurdles in the effective implementation of new

ADE/B.Ed. (Hons.) program.

Key Words: Informational resources/Learning resources, ADE/B.Ed. (Hons.) Program,

Heads, Teacher training institution, teacher educators.



ABSTRACT ID 187

Developing Critical Thinking Skill at Undergraduate Level

Through the Teaching of Fiction

Sumera Bhanbhro

Lecturer at the Institute of English Language and Literature, University of Sindh, Jamshoro, Pakistan

Through classroom based action research projects, this study demonstrates how dynamic

teaching can help students developing critical thinking skills. The researchers problematized the

learning and teaching conditions at the department of English, University of Sindh. The study

has been conducted with under-graduate students majoring English literature. The study is based

on classroom based action research process where a general plan, action, observation of action,

and reflection on the action was developed. The critical thinking was planned to be developed

through the teaching of fiction. The lessons were developed through interviews of teachers

teaching fiction and focus group interviews of students studying fiction. The analysis of the data

informed base for intervention strategy that was implemented for developing critical thinking.

Improving lesson plans, implementing them, focus group interviews and reflection of the

researcher was an ongoing process of the data collection throughout the study. The researcher

also collected data of monitoring of intervention through focus group interviews with students

and researchers reflection. Findings of the study can have implications for the teaching of

literature; specially, it can be helpful for teacher researchers teaching of fiction beyond the

traditional teaching of themes, characters, style and symbols.

Key words: critical thinking, teaching fiction, action research, participatory approach,

collaborative teaching



ABSTRACT ID 127

Myths and Realities about Teacher’s Competencies and Job Satisfaction:

A Survey

Dr. Humara Bano Chairperson, Deptt. of Special Education, The University of Punjab, Lahore

Muhammad Safdar Bhatti TEFL Coordinator, AIOU, Bahawalpur

Rafia Mukhtar Director, SAQE, Bahawalpur

Teaching competencies means the knowledge and skills of teacher which provide quality of

education at higher level. It is a collection of pedagogical skills, administrative and evaluation

skills and research skills (Aziz, 2012). According to Deakin (2008), competence of teacher

means the teacher has ability to solve problem on the basis of his skills, values, understanding

and knowledge. The term job satisfaction means positive emotional reaction of people which

occurs when people perform their duty according to the job values (Zaman,S., Jahan,A., &

Mahmud, M.A.L 2014). The current study was designed to find out the relationship between

teaching competencies and job satisfaction. The researchers were also interested to explore the

importance of teaching competency and job satisfaction in education system which is the dire

need in this age. So, the problem of the present study was to dig out the factors affecting teaching

competencies and job satisfaction as well as to explore the relationship between teaching

competencies in university teachers. The questionnaires of Teaching competency (TCMS) and

job satisfaction (JSMS) were administered to 100 teachers selected from 2 universities of

Bahawalpur region. The data was collected and analyzed statistically. It was concluded that it is

the duty of university management and administration to arrange rewards and incentives for the

teachers to increase their teaching competencies and job satisfaction. Based on the findings, the

researchers recommend that capacity building programs should be arranged by university to

enhance teachers’ teaching competencies and job satisfaction.

Key Words: Competencies, Satisfaction, Arrange, Capacity building, Myths and realities.



ABSTRACT ID 121

Analysis of Trainee Teacher’s Attitudes regarding B.Ed (Hons) a Professional

Teaching Course in Peshawar University.

AmnaGohar,

Amjad Reba

The study aimed to establish the views of students regarding B.Ed (Hons) that explore the

differences in attitude of fresh and trained students regarding B.Ed (Hons). Attitude plays an

important role in determining the mental inclination of the individuals concerned. In the sphere

of teacher education research the attitude constitutes a significant and comprehensive dimension

that prompts the researchers to explore their inquisitive outlook on multiple factors pertaining to

teacher education program. Considering this perspective the researchers made up their mind to

explore the attitude of the students-trainees pursuing their B. Ed (Hons) as well attitude of those

who are trained. The University of Peshawar B.Ed. (Hons) students-trainees/trained were the

target population of the present study. Institute of Education and Research were selected for data

collection through questionnaire. A questionnaire comprising of 15 statements were administered

to the 50 trainees/trained students and their responses were collected. Administering Likert-type

scale their opinions were quantified. At last the data were calculated to identify the attitudinal

differences between two different types of students-trainees/trained. B.Ed (Hons) has great

impact on student’s attitude, performance its enable individual a competent person of society.

B.Ed (Hons) improved individual confidence, presentation skills, motivation, communication

which make them perfect for teaching profession.

Key Words: Students attitudes, performance and differences of views regarding B.Ed (hons) in

I.E.R Peshawar University.



ABSTRACT ID 124

Students’ Performance and Satisfaction in B. Ed (Hons) Program.

Dr. Asif Iqbal

University of Education Faisalabad

Bhatti Muhammad Safdar

TEFL Coordinator, AIOU, Bahawalpur

Zahida Javaid

GC University, Faisalabad

The purpose of the current paper is to analyze the B. Ed honors program and the

aspects of students learning including their satisfaction. The population comprised of all the

future teachers enrolled in B. Ed. honors in different semesters at GC University Faisalabad.

Two hundred future teachers contributed in the survey willingly. Self-developed instrument,

Students’ Performance and Satisfaction Survey [SPSS] with Cronbach Alpha reliability (.921)

was used for collection of data. Data were analyzed using Mean, Standard Deviation, ANOVA

and t-test. The results revealed that future teachers were satisfied with the indicators of

performance and satisfaction. There is a significant difference in gender based performance.

Female future teachers achieved better on all the indicators of performance and satisfaction

except for academic satisfaction that was better in males. Reflective competence is better in rural

participants while urban participants perceived learning environment as better indicator. Urban

students show more violent behavior and rural students showed more satisfaction towards their

studies. On the factors of academic competence, cooperation, content clarity and achievement

score, both groups have not shown any significant difference. Future teachers had significant

impact of teaching methods on their performance and satisfaction. They supposed lecture method

as best teaching tool. Teaching subjects had significant impact on their performance and

satisfaction. Female future teachers performed better in English subject when compared with

males. The policy makers should accept the reality and take justified recruitment procedures to

entertain the future teachers as their academic right to choose teaching profession.

Key Words: Future teachers, performance and satisfaction, academic and reflective competence



ABSTRACT ID 128

ROLE OF HEADS OF INSTITUTIONS AS MENTOR IN SECONDARY

SCHOOLS

Prof. Dr. Iftikhar Ahmad Baig

Department of Education, The University of Lahore, Pakistan.

Dr. Namra Munir

Department of Education, The University of Lahore, Lahore

Dr. Rashid Minas Wattoo

Department of Education, The University of Lahore, Pakpattan Campus

Mentoring is a valuable venture and considered indispensable for the teachers. Mentoring

plays an important role in education for professional and academic development of the teachers.

A Mentor provides coaching and on-site supervision to the teachers, regarding all problems of

beginner teachers, during lesson presentation and teaching. Mentoring of teaching process is a

practicum, so it is different from theoretical work. Mentoring is almost a new concept in

Pakistan, and no research study has been conducted earlier. Objectives of this study were:

1) To ascertain the nature of mentoring which is provided by the heads of institutions to their

subordinates.2) To determine the nature of support that teachers receive from their heads. This

study was conducted to find out answers of following questions: A) What type of mentoring is

provided by the heads of institutions to their secondary schools teachers? B) What type of

support the teachers receive from their heads. This study was descriptive in nature and survey

type. All 3355 public sector male secondary schools and 63253 male secondary school teachers

within the jurisdiction of Punjab province were the target population of the study. The accessible

population for this study was 152 Public male Secondary Schools and 4090 male Teachers of

Secondary Schools of Lahore district. For data collection purposive sampling technique was

used. At the first stage of sample selection, all head teachers were selected, and at the second

stage of sample selection 5 subject teachers having teaching experience of less than one year

from each school were selected from the selected schools. In order to collect data, two

questionnaires one for heads of institutions and other for teachers were used. Data was collected

by the researcher by visiting the selected schools in person and with the help of friends or

colleagues. Collected data was analyzed by Mean, Standard Deviation and t-test using SPSS

(Statistical Package for Social Sciences). On the basis of analyzing of data it was concluded that.

i)Head teacher's Mentoring helps in developing good skills to manage class and control the

students. ii)Head teachers provide guidance and counseling to teachers during teaching,

consequently they learn to improve organizational culture and reputation. iii)Head teachers’

mentoring makes teachers professionally sound, proficient, competent and knowledgeable.

iv)Mentoring of head teachers improves performance of teachers and they feel, confident and

more ready for teaching. v)Head teachers’ mentoring provides emotional, psychological,

professional and ethical support to teachers consequently teachers can use appropriate methods

and approaches in teaching.



ABSTRACT ID 137

CURRICULUM DESIGN OF 4-YEARS B.ED. PROGRAM:

CORRELATION AMONG STUDENTS’ AND TEACHERS’ CURRICULUM

PRACTICES

Dr. Naila Siddiqua

Jawairya Mumtaz

A centralized curriculum may allow better access to a wide pool of expertise but be less

sensitive to local needs but it also should be review according to the need and demand (McKimm

J. ,2003).This study proved to be beneficial for the students and teachers of Teacher education.

The purpose of this study was to verify the curriculum effectiveness by determining the

usefulness of the content of the curriculum and find out the methods of assessments used to

check the ability of students. Survey design was adopted and questionnaire was administered to

collect the data. The sample of this study was consists of 30 teachers and 30 students. The data

was demonstrated through frequency tables and the bar graph. The researcher found a strong

relationship among teacher and student regarding the design of curriculum used for 4 year B.Ed.

program. The researcher suggested that in future the response of students and teachers after

implementing the curriculum will measure and Curriculum development workshops should be

organized by Teacher Education Project USAID. Curriculum development activities should be

organized in vacations and during weekly holidays in order to save academic loss of the students

Key Words: B.Ed program curriculum, effectiveness of content, method of assessment



ABSTRACT ID 138

Institutional Perspective for Accreditation of Teacher Education program:

Effectivenss of Processes and Tools

Dr. Naila Siddiqua

Sehrish Saghir Khan

This study was designed to find out the institutional perspective for the accreditation of

Teacher Education Program. The purpose of the study was to examine the effectiveness of

process and tools used for the external evaluation of Teacher Education Program in the Teacher

Education Institutions of Karachi, Pakistan. The population of the study were consisted of

Administrators and Teacher Educators of accredited Teacher Education Institutions of Karachi

therefore purposive sampling technique used to collect data. Interviews of the Administrators of

the Teacher Education Institutions conducted while Questionnaires administered to the Teacher

Educators. Results indicate that process of accreditation has significant impacts on the

performance of institutions as well as the academic and professional competencies of the

prospective teachers. Although institutional stakeholders are quite satisfy with the process and

tools of accreditation of Teacher Education Program, they have also highlighted some

weaknesses of the accreditation process and tools and share some valuable suggestions for the

improvement. This research work fills the gap between the Teacher Education Institutions and

the authorities of NACTE to make this process more convenient and effortless for the personnel

of Teacher Education Institution.

Key Words: Teacher Education, Accreditation, Institutional perspective, Effectiveness, Tools and

process, NACTE (National Accreditation Council for Teacher Education), Quality Assurance



ABSTRACT ID 139

Teachers Perceptions, Understanding and Practices about Professional

Standards: A Perceptual Study

Dr. Najmunnisa Khan

Department of Education, Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology

Tehmina Adil

Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology

Dr. Iffat Sultana

Iqra University Karachi

National professional standards for teachers Pakistan, 2009 (NPSTP, 2009) are developed

to ensure quality of teaching in schools, however the purpose has not been served yet due to

different factors. International literature suggest that one of the major factors is the lack of

understanding about NPST. The current study was conducted with this assumption that, in most

of the private schools teachers are appointed without having professional training, so the study

aimed to investigate the perceptions and practices of teachers at elementary level about

NPSTP,2009. Researchers employed mixed model approach and collected data through

interview schedule and teachers` portfolios. Participants were selected with the help of purposive

and convenience sampling techniques and heterogeneous sampling was done. Data was analysed

with the help of thematic analysis and teachers, portfolios were analysed with the help of

descriptive statistics. The findings revealed that teachers have very poor or no understanding

about NPSTP,2009. They even did not know what it is. However most of the teachers have

subject knowledge (standard 1), due to in-house teachers training projects they know teaching

methods (Standard 4). Teachers have very limited knowledge about assessment so they are using

summative assessment methods rather formative assessment (standard 5). To some extent few

of the schools are using technology in teaching learning situations. Majority of the teachers know

how to use computer but having very limited knowledge. In private schools, English is medium

of instruction so teachers are supposed to speak in English with their students (standard 10). It

was found that there is a need to do work on Standard 2 which is human growth and

development, standard 3 which is knowledge of Islamic ethical values and social life skills,

standard 6 which is learning environment, standard 8, collaboration and partnership and

standard-9 continuous professional development and code of conduct. Study recommends that

there is a need to communicate NPSTP, 2009 to teachers and school should provide support to

implement these standards to promote quality education.

Key Words: Teacher Education, National Professional Standards, professional development,

quality education, Learning Environment



ABSTRACT ID 140

COMPARISON OF SELF-EFFICACY BELIEFS OF URDU AND ENGLISH

TEACHERS ON THE BASIS OF SCHOOL LEVEL

Dr. Namra Munir

Department of Education, The University of Lahore, Lahore

Dr.Iftikhar Ahmad Baig

Department of Education, University of Lahore, Lahore

Dr. Rashid Minas Wattoo

Departmentof Education, The University of Lahore, Pakpattan Campus

The Punjab government decision for changing medium of teaching from Urdu to English

created disturbance among the teachers. Because Urdu was being used as medium of instruction

even prior to creation of Pakistan, so, it was difficult for teachers to modify their minds, for

English as language of instruction. They showed less confidence in their capabilities and faced

problems in adjusting themselves in new environment and while delivering education to the

students efficiently. They were hesitant to absorb the change. Keeping in view the situation, the

present study was conducted to measure and compare the willingness, confidence level and self-

efficacy beliefs of the teachers of Urdu and English, on the basis of school level The study

aimed to explore the self-efficacy beliefs of school teachers and make a comparison on the basis

of school level. For the purpose, the sample of teachers who were teaching Urdu or English to

any of the classes from 1-10 was taken.

Survey method was used and for sampling Multistage stratified random and convenient

sampling technique was used. Sample size was 864 with 432 male teachers and 432 female

teachers form 216 randomly selected schools, form them there were 429 Urban and 435 rural

teachers, 452 were teaching English and 412 Urdu in selected primary, elementary and

secondary schools of the nine districts selected from three administrative divisions of the Punjab

province randomly.

Data were collected using adopted version of Teachers’ Sense of Efficacy Scale (TSES)

developed by Tschannen-Moran & Woolfolk (2001). For data collection the scale having 24

items on the three different sub scales was used. Bilingual version of the questionnaire was used

for the convenience of respondents and analyzed using independent samples t-test, two way and

multivariate analysis of variance. The study revealed that level of teacher’s school showed

valuable effects on the self-efficacy score of the teachers. Urdu teachers had more self-

efficacious value; hence, Urdu teachers felt High level of contentment and comfort in teaching as

compared to their colleagues i.e. English teachers. Moreover, Primary school teachers

demonstrated High level of self-efficacious power as compared to elementary and Secondary

school teachers.



ABSTRACT ID 142

The Effect of In- service Teachers’ Training Programs on Students’ Academic

Achievement at Secondary Level in Rawalpindi

Dr. Sadaf Zamir Ahmed

Department of Education, University OF Wah

Uzma Jadoon

Department of Education, University of Wah

Hina Zamir Ahmed

Department of Education, Foudation University, Rawalpindi

The study was entitled “Effect of in-service teachers’ training program on the academic

achievement of student at secondary level in Wah cantt. “It was under taken to find out the

impact of in-service teachers’ training on the academic achievement of student. It was hoped that

study would avail such results which would helpful to get the clear picture of the impact of in-

service teachers’ training.

Population of study was the all the F.G public secondary schools of region Wah Cantt.

There were total (47) Public secondary schools in region Wah Cantt. There were total 270

teachers those were teaching the subject of English at secondary level. Simple random sample

technique was used for the selection of the sample of the study .The study was delimited to

English teachers, and we take the results of only the subject of English s of those students ,their

teachers were selected as the sample of study. A single questionnaire base on thirty items on five

point likert scale was designed to collect the data from teachers. The researcher also collects the

students’ scores to compare their academic achievement in the subject of English.

One-sample t-test was used for descriptive and two sample t tests were used for

comparative analysis. On the basis of findings, it was concluded training was working effectively

and it was necessary as analysis after comparative results. It was recommended that duration of

training must be increased. More qualified or experienced teachers must be selected as the

master trainers. Group discussion be given more importance. Regular assignment must be given

to the teachers. Curriculum or course outline of training courses must be revised and new

technologies , techniques, skills and knowledge relevant to the teachers ‘field must be added. At

the end evaluation about the courses must be taken for the improvement of the courses.

Key Words: In-service Teachers’ Training Programs, Students’ Academic Achievement,

Secondary Level



ABSTRACT ID 145

AN ANALYSIS OF TEACHERS RECRUITMENT POLICY 2017-18 AND

APPLICATION AT SINDH LEVEL

Dr. Tayyaba Zarif

Shaheed Benazir Bhutto University.

Dr. Safia Urooj

University of Karachi

Teacher is the backbone of the society to educate and aware about customs and values,

rights and responsibilities, rules and regulations to make civilized society. For this purpose

teachers should be trained and skilled and have scope in job market. In this reference, Teacher

education continually building their educational capacity and pedagogical skills and serving their

students and families to the best of their professional abilities and authorities plan teachers

recruitment policy. Recruitment policy is the teacher selection procedure. Teacher selection, as a

decision-making process included cover letter resumes interviews and reference checks (Rebore;

2007). Government of Sindh, School Education Department produced the recruitment policy

22nd May 2017 approved by competent authority Chief Minister Sindh. The core objectives of

the recruitment policy are as under: (i) To induct Early Childhood Teachers (ECTs) (ii) Subject

based Junior Elementary School Teachers (JESTs) (iii) and subject-based Secondary School

Teachers (SSTs) at Taluka, level. The Government of Sindh has taken drastic measures to ensure

the employment of qualified, performance oriented and effective quality of education and further

to ensure the maximum enrolments in all schools of the province. The main purpose of this study

is to reveal effectiveness of selection process of teachers and proper implementation of

recruitment policy 2017-18. The design of this study employs exploratory mixed method design

with triangulation approaches, passed out prospective teachers B.Ed (Hons.) 4 years program

from Sindh Province Universities are selected as a population i.e. Karachi University and

Benazir Bhutto Shaheed University situated Shaheed Banazir Abad. 400 prospective teachers

selected as a sample through random and convenient sampling, while 25 teachers educators

selected using purposive sampling for interview. Observation, Interview and opinion-naire are

used as a research tool for authentic data collection. The Collected data analyzed by thematic

approach for qualitative analysis and quantitative data analyzed by Chi-square through SPSS and

in the light of results recommendation are placed.

Key Words: Analysis, Teachers, recruitment policy, Sindh, Application

http://www.bbsul.edu.pk/

http://www.bbsul.edu.pk/



ABSTRACT ID 151

RETHINKING TEACHER EDUCATION IN PAKISTAN

SUB THEME: DEVELOPING PROFESSIONALISM IN TEACHERS

THROUGH CONTINOUS PROFESSIONAL DEVELOPMENT (CPD)

DUR JAN

DEPARTMENT OF EDUCATION, UNIVERSITY OF TURBAT (GWADAR CAMPUS)

Teacher education focuses the development of the teacher’s abilities and the teaching

skills. A society’s school and teachers wield a great impact on the future of the youth and the

nation. The career of the teaching will always assumed an added level of importance to the

continuous growth and success of the youth and nation. This research article examines the

development of teacher education and professionalism in teachers through Continues

professional development. Continuous professional development helps the teachers to make a

meaningful contribution in their workplace, to bring improvement in the teaching strategies, to

assist them to become advance in their career and more towards new positions in their

profession. The sample of this research article comprises of the Teacher education and teacher

professional development through Continues Professional Development in teachers in

Institutions in Pakistan. A sample of different schools, Colleges and Universities teachers were

targeted by surveys and interviews. Result demonstrated a positive change in teacher education

by continuing the continuous professional development trainings. The result also revealed that

continues professional development can bring a positive change in teacher education and in their

professions when it is continuously followed and arranged for various levels of teachers.

Key Words: Teacher Education, Continues Professional development in Pakistan,

Professionalism in teachers.



ABSTRACT ID 152

Impact of Teachers Training on student learning outcomes- A study of

Engineering Department at FAST National University

FARRUKH IDREES

MSc Total Quality and Performance Management (Bradford, U.K.)

Manager, Quality Enhancement Cell

FAST National University of Computer and Emerging Sciences, Islamabad, Pakistan

The research provides insight for future evaluation of higher education learning

environments by linking teacher training with student learning outcomes of final year projects

This paper takes a statistical approach by applying descriptive statistics, correlation, Structural

Equation Modelling and regression to assess the impact of final year projects of 100 graduating

students of two years. The unit of analysis of the study is Engineering Department at FAST

National University, Islamabad Campus. Teacher training is found to have a positive impact on

student learning outcomes. Further research may be done to explore the impact of other factors

impacting learning behavior of students. In addition, more rigorous quantitative techniques e.g.

factor analysis, design of experiments etc. may be used to triangulate the findings. Further,

sample size may be enhanced to generalize the findings of the study.



ABSTRACT ID 158

Determining the Role of Teacher Education and Curriculum in

Developing Civic Sense amongst Youth of the Society: A Pragmatic

Approach

Hasnain Raza Poonawala

MS Scholar Sindh Madrasatul Islam University Karachi.

Moona Ul Shamim

M.Ed. Scholar Fatimiyah Education Network Karachi.

Syed Meer Syed

M.Phil. Scholar Fatimiyah Education Network Karachi

This paper attempts to explain the liberal faith in the efficacy and morality of civic sense

education through teacher education and curriculum as it has been practiced in most societies and

countries of the developing and developed world. In accepting institutionalized faith in Civic

sense Education, we also accept liberal understandings of what it means to be a citizen, and how

the social and political world of citizens is constituted. The past decades show a decline and

degradation of civic sense and responsibilities among young adults.

The study adopted mixed method survey design and a sample of 240 respondents participated in

the study. A self-administered closed ended Likert type (5 point scale) instrument was used to

collect quantitative data; the data was analyzed using Statistical Package for Social Science

(SPSS) version 19. Qualitative approach was also used in this research study using

Phenomenological research method to examine the experiences of Principals and Curriculum

developer with respect to civic education of schools having secondary stage students.

The level of awareness about civic sense among students and teachers of secondary school was

tested using Chi square one tail method. The study found significant positive relationship

between level of awareness about civic sense and the role of school.

Prevalence of civic sense is not the responsibility of the education system only but the

government, society, communities and the most important parents and families also has the

responsibility. We need to work scientifically to deal with this dire situation of lacking civic

sense in our countrymen especially in young adults of secondary school talents.

Key Words: Citizenship Education, Civic Sense, Teacher Education, Curriculum



ABSTRACT ID 160

Practicum - Practice Teaching and Stress Causing Experiences among Pre -

Service Teachers in Pakistan

Ijaz Ahmad Tatlah

University of Education, Lahore.

Sajid Masood

University of Management & Technology Lahore.

Teaching practice is an important component of teacher preparation programs. It provides

opportunities of learning by practicing teaching schemes learnt during coursework. Various

actors come across during practicum and thus causing challenges, opportunities and threats for

prospective teachers. The study examined responses of 150 prospective teachers regarding

experiences causing stress during their practicum. A questionnaire consisting of 29 items was

used to collect data from prospective teachers just after completion of their teaching practice.

Managing time, handling practicum-related assignments, observation by cooperating teacher,

high expectations about performance, and managing classroom and behavior were identified as

most stressful experiences. Male student teachers reported workload during practicum as very

stressful. Stress is reported more among student teachers belong to age group less than 25 years.

Significant difference is evident among student teachers posted in five different schools during

practicum. This study helps both, pre-service training institutes and practicing schools in not

only recognizing stress causing experiences but to address these in order to transform practicum

into a valuable learning experience for prospective teachers.

Key Words: Practicum, Stress, Coping, Student Teacher, Experiences



ABSTRACT ID 170

Perception and practices of integrating soft skills and positivity training in

teacher education program

Prof. Dr. Anjum Bano Kazimi.

Iqra University Karachi

Abdul Karim Suhag

Sindh Madresatt-ul IslamS.

Tanweer Ahmed

Govt Education College Sukkur.

Development of soft skills is the most demanding area of education worldwide.

Millennium development goals also emphasized on developing both hard as well as soft skills if

we want to increase human potentials. Teacher Education training programs curriculum, teaching

practices and teachers standards all indicate the importance of hard skills for a professional

teacher but soft skills which gives essence to professionalism and which is the essential part of a

good teaching as indicated by Shaheen. M, Zhang. S (2012) is not getting its due importance.

Although soft skills are directly linked with teachers and teaching success- Jessy John(2009)

,these skills cannot be read out from a book ,these skills are embedded in a teacher’s behavior

and his/her practice will reflect them in students behavior .Soft Skills like Personal habits,

questioning skill, good communication skills, problem solving skills, critical thinking , team

building, networking, emotional and cultural sensitivity, strong work ethic ,positive attitude, time

management or teacher’s movement are those skills that are needed in today’s educational

environment. Today’s teacher’s curriculum is focusing more on people than on processes. Soft

skills play a very important role in educational as well as in professional successful careers.

Global and national demands of professional abilities are changing very fast as Sarah

Andreas(2018) says, scenario is totally changed. A decade ago high academic records with work

experience were in demands, while now only hard skills are not sufficient for escalation of

career, persons with soft skills, resource fullness, self-directed, having good communication

skills are in demand. This study aimed to identify perception of educational experts related to

existing place, importance and process of enhancing soft skills and positivity in teacher educators

through professional teacher’s training program. Qualitative Data was collected through in-depth

interviews from eight educationists on criteria of more than twelve years working experience in

the related field. Data derived from interviews was then analyzed to deduct themes. Results of

the study revealed that all experts are strongly in favor of including soft skills as essential

components of teachers training programs, and should not be taken as hidden curriculum. They

identified critical thinking, communication skills, team building, time management, positive

attitude and body movement as essential components of teacher’s training which should be

taught through micro teaching. Positivity toward work is linked with success, nonprofessional

attitude of teacher’s trainers and absence of microteaching from teaching practices, lack of

supervision and insufficient period of training are the affecting factors. Rethinking of teaching

process and teaching subjects can minimize the problems and improve the quality of teachers

training programs.

Key Words: Soft Skills, Integration, Positivity, Teachers Training



ABSTRACT ID 178

Pedagogy and Practice: Teaching and Learning English in a Classroom of

Primary Schools of Balochistan

Sania G. Panezai

NUML Quetta Campus

Ramsden (2003) has proposed six strategies for classroom practices related to students’

learning capacities. Based on his set strategies, the teaching and learning practices of English

language classes in the primary school of Balochistan were observed. The core purpose of this

study was to investigate the strategies and challenges that teachers use and encounter while

achieving the learning goals of English language subject at the primary education level. Through

convenient sampling technique, I first interviewed 30 participants and later observed classroom

practices at government primary schools of Balochistan (Pakistan). I found multiple factors that

constrained teachers to participate in active teaching and learning process. These factors were

teachers’ lack of professional qualification, dearth of teaching and learning resources, limited

time, sophisticated and overcrowded classes, teachers’ job confined to present the assigned

course, students’ lack of interest in learning, and parents’ lack of awareness regarding the benefit

of education. The study recommends that the teachers should be provided with opportunities to

develop the pedagogical directions and they should be provided with enough teaching and

learning resources to accomplish the intended purposes of the language course. Classroom

practices play very vital role in education process of children and they also shape their mind

regarding their future professional careers. The school authorities and education department

should provide enough opportunities to the teachers as they can overcome the constraints that

they face while achieving the main goals of the subject.

Key Words: Teaching and learning strategies, Pedagogical challenges, Government schools,

Primary teachers, Balochistan.



ABSTRACT ID 189

Assessing the level of Media and Information Literacy in University Students

Tooba Saleem

Lecturer, Secondary Teacher Education Department, Allama Iqbal Open University, Islamabad

Nasir Mahmood

Dean & Professor, Faculty of Education, Allama Iqbal Open University, Islamabad

With the explosion of digital technologies, the awareness about media is acquiring crucial

importance. Media literacy and information literacy digital literacy are the prevailing concepts

that focus on a critical approach towards media messages. Media consumption is changing

through user generated communication and the availability of digital products (European

Commission, 2007). In this context, this study focus on assessing the level of media and

information literacy among the university students. Survey method was employed to conduct the

research. A total of 209 Master level university students were taken as sample of the study. At

the core of 21st century skills using UNESCO’s framework, a self-constructed survey

questionnaire was used to collect data from the students. The reliability (r=.803) of the

instrument was measured. Inferential statistics were applied to assess the level of media and

information literacy among university students on the basis of gender and the level of their

education. On the basis of results a significant difference was found in the male and female level

of information and media literacy. However, no significant difference was found between the

undergraduate and graduate level university students. The findings of the study implicate the

need to improve the students’ ability to search, collect and process the electronic information,

data and concepts and to use them in a systematic way. Moreover, there is also need to enhance

their ability to apply a fundamental understanding of the ethical/legal issues related to the access

and use of information though ICTs.



ABSTRACT ID 191

Teaching Profession, Teacher Professionalism and Ethics: Turning

Knowledge into Wisdom

Prof Dr. Nasreen Hussain

Institute of Business Management

Teaching since centuries has always been a multifaceted work, requiring the highest

standards of professional practice to perform it well. This paper will focus on the trait theory of

teaching profession and how ethical reasoning can be utilized to turn knowledge into wisdom.

Trait theory defines a profession by a number of features: (a) its foundation on assigning of

service; (b) requirement to use a specific and definable body of knowledge; and (c) parameters of

entry to the professional group established by a professional body. The presentation will try to

connect normative ethics, which includes deontology, utilitarianism, rights and virtues or the

process of considering and influencing ethical behavior with the profession of teaching in

Pakistan as per the standards laid down by the National Professional Standards for Teachers. The

primary function is to set forth values and ethical principles to which professional teachers desire

to be associated with and by which their actions can be umpired. Pros and cons will be laid out

for the audience to reflect upon and make a connection with their profession and workplace

environment.



ABSTRACT ID 193

ARE FUTURE TEACHERS IN BALOCHISTAN EQUIPPED TO TEACH

IN RELIGIOUS SCHOOLS?

Saba Rehaman

Department of Education, SBK Women’s University Quetta.

Zarina Waheed

Department of Education, SBK Women’s University Quetta.

A large number of children in Balochistan attend indigenous religious schools (Madrasas)

that have been criticized for spreading extremism views in the society. Teacher education

institutions play a vital role in bringing cultural and religious harmony by producing future

teachers who are able to cultivate tolerance, acceptance, patriotism, and ethnic and religious

respect or incapacitate extremism, sectarian, and discrimination among the future nations.

Teacher education institutions may train future teachers to teach in all types of schools

functioning in Pakistan (e.g., government schools, private schools, technical schools, and

religious schools). This qualitative exploratory study analyzes if the future teachers in

Balochistan are trained enough to teach in Madrasas. The data was collected through in-depth

interviews from five teacher educators and seven future teachers through purposive sampling

from a university situated in Quetta. The data collected was analyzed through thematic analysis

using ATLAS.ti 7. The findings indicated that the future teachers and teacher educators consider

the recent teacher education programs in Balochistan not enough to train teachers for Madrasas.

They highlighted a crucial need for a new and inclusive teacher education program designed to

prepare future teachers to teach in religious schools with proper content knowledge and

pedagogical skills. The findings of this study have implications for Education Department,

Government of Balochistan.



ABSTRACT ID 194

Standard Teaching: towards national culture of research and policy

development.

Zainab Taiyyeba Alias

Newports Institute of Communications and Economics (NICE)

Huma Bukhari

Newports Institute of Communications and Economics (NICE)

Regardless its pervasiveness in many educational systems, Standard teaching remains

invisible. In the national effort to achieve education for all in the decade the needs of Standard

teachers, classes and schools must be addressed. This paper (i) explores the meaning of the term

Standard teaching in Pakistan and identifies array of situations under which it occurs; (ii)

Synthesizes knowledge of the practice of and research on standard teaching; and (iii) Proposes a

national agenda for future research on and dissemination of policy and practice. The agenda

emphasizes the essential for context specific questions and comparisons, more attentiveness of

the occurrence and challenges of standard teaching, more research on the practices and teaching

needs of standard teaching and the study of synergies between classroom organization,

curriculum, assessment and teachers. It is suggested that knowledge of standard teaching

strategies are needed by all teachers and not simply those in classes designated as ‘Standard’.

Key Words: Standard classes, Standard teachers, Standard schools, research based education,

research and policy development in teacher education.



ABSTRACT ID 195

Determining the role of teachers and teacher educators in developing civic

sense and ethics among youth

Dr. Khalid Rashid

Tanzila Bashir

Sadia Jabeen

Teacher have a confounding role for their taught teacher educators are the torch bearers

in the realm of civic sense and ethics. Teacher educators are not only the behavior modifiers

rather they are channel of transmission of knowledge, behaviors, culture and attitudes for the

development of a society on dominant values and beliefs owned by the generations. Teacher

behaviors are aligned with their stipulated role through curriculum. Education in a civil society is

to be interwoven into all areas of learning and life. To achieve the purpose researchers embark

upon the topic and employs qualitative methodology. The primary sources would be the curricula

and the secondary would comprise of books, articles in the journal, teacher educators standard

manuals, government notifications, reports and internet sources. Focus group interviews would

be the most relied upon resource. The focus group would comprise of the retired educators who

have a credit of 40 years or more as the teacher’s educator. The tilt of research would go by the

ethical concerns of education. The findings would indicate and outline the limitations in the

realms of content and context-related problems, lack of civil societies' engagement, and lack of

democratic school administration, improper method of delivery, pressure from external

environment, weak democracy, financial problems and lack of role model teachers.

The focus group would comprise of 5-7 members with an exposure to rights, obligations,

responsibilities, democracy, and freedom with representation of both the genders traced through

a snowball strategy.

Key Words: Civic education, Ethical education, Teacher educator’s students, Standards,

Curriculum.



ABSTRACT ID 196

Teachers' Conceptions of Their Own Success: A Case Study of AIOU Teacher

Education Graduates

Dr. Zahid Majeed

Department of Special Education, Allama Iqbal Open University, Islamabad, Pakistan.

The study explored the question of what constitutes success in teaching from the

perspective of the teacher. A survey of elementary and secondary teachers graduated from AIOU

was conducted using both questionnaires and interviews. Responses were classified as cognitive,

affective, or other. Responses were judged cognitive when pupil learning was indicated as a sign

of successful teaching. An affective rating was used when responses indicated a positive attitude

or feeling that occurred within the classroom. The affective category yielded the highest number

of responses across all grade levels. Regardless of teaching level, most teachers defined their

success in terms of their pupils' behaviors rather than themselves or other criteria. It was clear

from the interviews that teachers defined success in the classroom from a unique perspective that

research has yet to explore. The study recommended that, by paying more attention to the needs

of pre-service and in-service teachers for success, teacher education programs might provide

models of teacher behavior in the classroom that evoke positive student response.



ABSTRACT ID 197

School Heads as conflict creators: Neglected Domain

Muhammad Javed Iqbal

Sarhad University of Science & Information Technology, Peshawar, Pakistan.

Abdul Shakoor

Sarhad University of Science & Information Technology, Peshawar, Pakistan.

This research is focused on the role of school heads in conflicts resolution in educational

institutions. Conflict is the dissimilar opinion between the two persons or groups on which both

are opposing and disturbance and restless like situation appear. The study investigated the causes

of conflicts, role of school heads in conflict creating and resolution. The tools of the study were

questionnaire and interview. Sampling was made on Census sampling and Simple random

sampling. The pilot study of the research instruments were carried out on content and construct

validity. The reliability of the research tools was tested on Cronbach’s alpha and Factor analyses.

The quantitative data were collected from 192 high school heads and 265 teachers while the

qualitative data were collected from 12 District Education Management Personnel. The

quantitative data were analysed on frequency, percentage, mean, standard deviation, and

independent sample t-test. The qualitative data were analyzed on frequency and percentage as

suggested by Mile and Huberman. The findings of the study revealed that school heads were

problem creators instead of problem resolvers and most of the conflicts were occurred due to

their harsh policies. They did not like to be live in peace. They discussed school conflicts openly

with everyone, disturbed teachers without any solid reasons, did not care for the teachers’ respect

before the students, did not recognize the efforts of their staff, did not cooperate with their

teachers, did not make mutual understanding and discussion with the teachers, did not try to

minimize communication gap with the staff for making reconciliation, did not provide

opportunities to their staff members on which matter they were criticizing and objecting,

criticized their staff instead they were performing their tasks properly, did not show elasticity in

their attitude, kept negative and biased attitude with the teachers, unjustly assigned the burden of

extra periods on teachers, did not appreciate the efforts of the teachers, did not encourage and

motivate their staff members on their outstanding performance, created problems for the

teachers, threatened their staff by harsh words, incited students against the teachers, did not

allow chairs for the teachers in the classes, used their discretionary powers unjustly, relieved

those teachers to examination duties and trainings who were in their good books, pressurized

their staff and put extra tension on them of work, violated government rules by permanently

locking biometric machine in a box, wrote false letters to the high ups by showing that they were

managing their schools properly by tightening the teaching staff and avoiding the real comments.

It is recommended for the school heads to study and follow human resource management skills,

be democratic with their staff and leave harsh behaviour. The conflicts would be minimized in

the institutions when teachers teach in the class with full interest and heads support, cooperate

and motivate them less these conflicts should waste the precious time of the students and

educational institutions would be collapsed.

Key Words: role, conflict, causes, problem creating, problem resolver



ABSTRACT ID 1104

STUDY OF THE NATIONAL STANDARDS FOR ACCREDITATION OF

TEACHER EDUCATION PROGRAMS IN PAKISTAN & PERCEPTION

OF TEACHER EDUCATORS

Shabir Kumar Oad

Shaheed Benazir Bhutto University, Shaheed Benazir Abad.

Prof. Dr. Tayyaba Zarif

Shaheed Benazir Bhutto University, Shaheed Benazir Abad.

Currently, Quality has become big concern for everyone in all sphere of life, especially in

education and the governments in many countries in the world are paying attention on the

enhancement of quality education. In this regard higher education commission of Pakistan taken

many initiatives to improve quality education even accreditation councils have been developed to

improve the quality of education program through accreditation. This research work carried out

to study the National Standards for Accreditation of Teacher Education Programs in Pakistan as

per the perception of teacher educators. The Research study was descriptive by purpose &

quantitative by method. The population for the study consisted Teacher Educators of Education

and teacher education departments of five public sector general universities of Sindh. The sample

was seventy percent of population selected with the help of multistage sampling. Questionnaire

used as research tool for data collection the tool consisted of items/ indicators related to National

Standards for Teacher Education Programs. The general findings of this study explored that the

teacher educators are not only familiar with the national standards for accreditation of teacher

education programs (NSTEP) Pakistan while majority valued the standards & their indicators.

Key Words: National Standards, Accreditation, Teacher Education, Perception, Teacher

Educators



ABSTRACT ID 1105

A comparative study on the teaching strategies at class six level in the public

and private schools of Quetta.

Nadia Ali

Institute of Education & Research, University of Balochistan, Quetta, Pakistan.

Abdul Nasir Kiazai

Institute of Education & Research, University of Balochistan, Quetta, Pakistan.

The purpose of this study is to differentiate the teaching strategies applied by the Govt

and private school teachers. This paper argues that there is difference of teaching strategies of

teachers in the private and public schools of Quetta. The sixth class English teachers of public

and private schools, located at Quetta city were selected as sample.

A questionnaire was utilized for the teachers to collect the data. The questionnaire for the

teachers was designed on a model questionnaire prepared by PCAP (Pan-Canadian Assessment

Program, 2010) which is an assessment organization for academic achievement in Canada. The

objectives of current research and PCAP were almost same, therefore the validity of the data and

opportunities of achieving of objectives of this study were brighter. This questionnaire was

comprised of six different section Demographic Information, Professional development, Time

management, Teaching strategies, and Attitudes of the teachers of class in the subject of English.

In this research the information collected through the tool was coded and analyzed through

Microsoft excel. The collected data was analyzed by using suitable statistical formula.

Percentage scores, mean scores, and standard deviation were calculated through Microsoft Office

Excel 2010.

Ultimately, it was sought that most of the English teachers in Quetta teach in a way that

restrict their expression independently in written The findings also concluded that in government

and private schools the teachers give more emphasis on selection of response and short questions

rather than to demand extended response items requiring an explanation or justification from the

students. And there is significant difference in the teaching strategies to be applied by the

teachers of govt and private school teachers in Quetta city. There are some recommendations for

English teachers which may improve their strategies in English at class.



ABSTRACT ID 1106

Quality Issues in Open and Distance Learning (ODL)

Prof. Dr. N. B. Jumani

Faculty of Social Sciences & Director, Directorate of Distance EducationInternational Islamic University

Islamabad.

Education has experienced dramatic transformational changes in 21st century. It is

obvious in convictions about how students learn and the kind of advances that are developing

and are accessible to backing and improve understudy learning. The advanced education has

experienced numerous adjustments with the rising web innovations and by expanded numbers

and differing qualities in student populace and requests for new learning approaches that will

furnish learners with adaptable and customized learning results. There was a need to reevaluate

and rebuild learning encounters and investigate the transformational capability of Open and

Distance Learning. Open and Distance Learning (ODL) mode has got popular not just in

Pakistan where more than 15 universities are offering different degree programs through dual

mode yet very highly ranked international universities of the world are successfully offering

programs. The fundamental motivation behind distance and open Learning is to give more access

to substantial number of students within limited financial budget. Some of challenges of Open

and Distance Education are presented here. Training and sustaining part-time personnel is

difficult due to their other responsibilities (Moore & Kearsley, 2011). As a result of range of

study programmes and courses the management team is not able to respond adequately to the

diverse needs of open and distance learners (Calvert, 2001). The needs of 21st century

generation, converting markets for better education, and dynamic political and monetary

situations, have generated modifications in distance education as in conventional system. The

main challenges include: the capability to aid a centralized distance education department with

responsibility for improvement; the circulate to on-line studying and increasing opposition from

non-public sector businesses; the growing importance of lifelong studying and the need to reply

to a new institution, qualifications framework; the development of latest technologies with the

capacity to cater the teaching and gaining knowledge; and, limitations to alternate within

institutions inclusive of teachers' attitudes towards the usage of generation for teaching. A

number of the measures which might be advised to deal with challenges inside the provision of

training in dual mode encompass introduction of allowances for distance schooling staff;

allocation of training workshops; acquisition of computers and acquisition of supplementary

studying materials. A more permanent solution lies inside the development a comprehensive

policy framework. The key challenges of quality in Open and Distance Learning include material

development, instructional strategies, the difficulties in handling Learning Management system,

Examination system, and equivalence of degree with face to face degree programs, training of

teachers and supporting staff etc.

Key Words: Distance Education, Experiences, faculty, students, Learning Management System

Blended learning, Challenges of blended learning, dual-mode universities



ABSTRACT ID 1107

Digital Transformation in Teacher Education by Bridging Digital Divide

between Teacher Educators and Prospective Teachers

Dr. Naveed Sultana

Associate Professor

Allama Iqbal Open University, Islamabad, Pakistan

[email protected]

Aysha Khalil

Ph. D Scholar

Allama Iqbal Open University, Islamabad, Pakistan

[email protected]

Digital transformation or digitization is the integration of digital technologies into all

areas of education, fundamentally changing the ways how to learn and deliver teaching.

Digitization is possible to bring about by active role of teachers as teachers are considered key

players to change. It is vital to establish technological patterns in teacher education so that

learning, teaching, as well as teacher training may be transformed in this digital era. A digital

gap/divide exists between the two stakeholders of teacher education, i.e. teachers’ educators

being digital immigrants and prospective teachers being digital natives as both differ in the

utilization, competencies and attitude towards online and digital tools, technologies and

resources. This research study was conducted, firstly, to measure the digital divide between

teacher educators and students of teacher education, and secondly, to suggest strategies for

bridging this digital divide in order for the digitization of teacher education. Data were collected

from teacher educators and students of teacher education departments of three public universities

of Lahore. Results of the study indicated that significant digital divide existed between teacher

educators and students of teacher education. This research suggests to reduce the gap of digital

opportunities, access, and utilization of digital resources and technologies between teacher

educators and prospective teachers so that digital transformation may be coined in teacher

education of Pakistan.

Key Words: Digital transformation, teacher education, digitization, digital divide, digital native,

digital immigrant,





ABSTRACT ID 1109

Teaching Challenges in the 21th Century: Elementary School Teachers

Perceptions

Zaira Wahab

Hamdard University Karachi

Uzma Shakoor

Senior Research Officer National Accreditation Council for

Teacher Education (NACTE) Pakistan

IER, Punjab University, Lahore

[email protected]

Ph: +92-42-99232025

Twenty first century brought in its wake new horizons and frontiers. Some of these

include technology revolution, multi-cultural societies, concept of inclusive education and

nature and structure of knowledge. These issues have a direct impact on the teacher.

Education is one of the key indicators for the development of society. When all its

members contribute productively, the society prospers. Consumer society usually lags behind as

its members do not contribute holistically for the development. Therefore, society should focus

on educating the minority and handicapped, as they are greatly at risk. Future classrooms will be

characterized by children coming from houses of poverty, speaking different languages, and

holding different emotional and physical statures .Al these children will bring in the school

different attitudes and experiences with them and if they have the right to be in the school, their

needs must be understood. Working with this diverse body of learners will bring immense

challenge for the teachers .This will require the teachers to have a repertoire of effective skills,

strategies and methods far beyond those used previously in the traditional classrooms. The

disadvantaged children can be at risk of finding the school devastatingly complex or irrelevant

to their lives and teachers will need to make curricular adaptations to make school a well

coming place for them. Though listening to the voices of the minority students is, no doubt

rewarding, it is also most intensely challenging for this generation of teachers.

Within the qualitative research paradigm, 50 teachers participated in this study from three

elementary private schools. They submitted detailed written narratives on what meaning they

construed from 21st century teaching challenges in the context of Pakistani society. The findings

highlighted teachers concern and lack of trust on their professional expertise to meet the

challenges of the 21st century needs of the learners.




ABSTRACT ID 1110

CPD Practices: A Study of the Context of Higher Education Institutions in

Pakistan

Uzma Shakoor



[email protected]

Ph: +92-42-99232025

Dr. Irshad Ahmad Farrukh

Secretary National Accreditation Council for


[email protected]

Ph: +92-42-99232492

Teaching as a profession is something more than a job, it is passion and a mission to

become competent in and remain competent not to maintain only but enhance this passion,

expertise and the skills through continuous professional development (CPD) to serve and protect

the interests of the society. CPD is a process of improving and increasing capabilities of teachers

through access to further education and consistent trainings.

All the Nations spend an increasing proportion of their scares resources on education.

Through education they seek, to follow the traditional path to development and strengthening

their national capacity to acquire latest knowledge and use education to create and preserve a

sense of national identity and independence. Education has a broader socio culture dimension

that needs to be taken into account. Changing landscape of education requires Pakistan to have

education system and teachers to fit the ever changing pedagogies and emerging educational

trends.

National Accreditation Council for Teacher Education (NACTE) was established to

ensure the quality of teacher education programs through accreditation. One of its standards on

Human Resources includes the provision of the evaluation of professional development

component in teacher education. The council has accredited more than 350 programs conducted

about 250 institutions. This study was conducted to see the status of professional development in

the Higher Education Institutions of Pakistan. The purpose was to explore the participation rates

of the academics and administration and the frequency of the conduct of CPD by Higher

Education Institutions in the country. The data on the professional development indicators

collected by NACTE was analyzed specially to achieve the objectives.

Key Words: NACTE, Higher Education, Institutions, Practices, CPD





ABSTRACT ID 1111

An Over View of Teacher Education Program Accreditation

Dr. Irshad Ahmad Farrukh

Secretary National Accreditation Council for


[email protected]

Ph: +92-42-99232492

Uzma Shakoor



[email protected]

Ph: +92-42-99232025

Human capital formation is crucial for overall development of any country and well-

being of its people. Education is one of the most important rather the only tool to achieve this

end, only for the reason, that solution to each problem, any nation is confronted with is with the

education. Quality education is strongly associated with factors like professionally qualified and

competent teachers and quality of teaching imparted by the teacher in the class. This makes the

teacher most significant and crucial factor in the human capital development. Following its

mission the NACTE has consistently made efforts to assist the teacher education institutions to

make substantial improvement of the programs being offered by them. It has accredited around

350 teacher education programs offered by public and private universities and colleges. A study

was conducted to see the accreditation levels, achieved by these Teacher Education programs

and to investigate the ratio/ percentage of qualifying the specific elements / indicators of the

accreditation Standards. Although the overall standard wise improvement was satisfactory but

substantial improvement is still needed in certain significant indicators/elements like course

transaction, program evaluation system, learning resources, CPD, research and community out-

reach.

Key Words: NACTE, Teacher Education, Institutions, Accreditation, Quality





ABSTRACT ID 1112

Changing Times and Challenges for Teacher Education

Prof. Dr. Riaz ul Haq Tariq

Chairperson National Accreditation Council for


[email protected]

Ph: +92-42-99232492

Teacher Education in Pakistan is experiencing its most serious threat in history and that is

trust deficit by employers. They consider it of too low quality in general and have started

recruiting untrained graduates with small 2-3 months training prior to their joining. Analyzing

the actual conduct of teacher training in institutions, it is easy to understand the causes of this

situation. Curricula are deficit in three very essential skills. These are communication, digital

fluency and mentoring in addition to some others as well. Teachers have been found weak in

developing application of what is taught in their years of education. The situation requires

serious re-addressed and that too when fourth industrial revolution is already captured the world.

Our institutions are not serious in adopting the technology developed in present time. Employers

in private and public sector have found refuge in selecting general graduates with good skills

enlisted earlier. Perspective students have to be selected on competitive merit and provided good

incentives to join he profession.

Key Words: Changing, Times, Challenges, Teacher Education, Quality




ABSTRACT ID 1113

Predicting the Role of Study habits in Academic achievement: A study of

University students in Punjab

Tehsin Ehsan

Lecturer, Department of Education, Pir Mehr Ali Shah Arid Agriculture University Rawalpindi, Pakistan

Naveed Sultana

Chairperson, Department of Education, Allama Iqbal Open University, Islamabad, Pakistan

The current study was designed to predict the role of study habits in academic

achievement at University level and to identify the study patterns and environment for studying

of high, average and low achievers of university students. This was a survey study based on data

from 1334 student from seven public sector universities of Punjab having five common

departments. Students were selected proportionately, according to the existed total number of the

students in the department. Data was collected through a self-developed questionnaire. On the

basis of student’s semester results they were divided in three groups; i.e. high, average and low

achievers. Alpha reliability was computed for the study habits questionnaire. It was found 866.

The findings revealed that study silently was the most desired study pattern of all three

categories of students but in comparison with each other the high percentage of high achievers

used to study silently. In comparison with each other studying in bedroom or study room was

most desired place of high and low achievers. Average and low achievers used to study in T.V

lounge. The statistical analysis showed that the study habits play significant positive role in the

academic achievement of university students in Punjab.

Key Words: Study habits, Academic achievement, University students



ABSTRACT ID 1114

Effect of Teachers Education and school environment on Parents decision in

opting public or private school for their Children.

Noureen Zia

(Division of Education) University of Education, Township Lahore, Pakistan.

03324519969; [email protected]

Dr. Zahida Habib

Associate Professor

(Division of Education) University of Education, Township Lahore, Pakistan.

0300-4801369; [email protected]

Teachers Education is one of the major factor that effect the child future. This study was

conducted to know the effect of Teachers Education and school environment on their decision

for opting public or private schools for their children. This study was quantitative in nature. The

researcher developed questionnaire on five point Likert scale. Parents of the students who are

studying public and private schools of district Lahore were the population of the study. Sample

of the study was consisted of 100 parents of the children who were studying public or private

schools of district Lahore. Convenient sampling method was used in study. Data was analyzed

by using mean, percentage, frequency and regression. The result showed that Teachers Education

and school environment has positive effect on parents’ decision in opting public or private school

for their children. Teachers Education effect the future of their children. This study also foster

and aware the parents to involve actively in their children education and took better decisions.





ABSTRACT ID 164

Apprenticeship of Observation and the Localisation of the Teaching of

English

Liaquat A. Channa,

The Department of English, Balochistan University of I.T, Engineering & Management Sciences (BUITEMS),

Takatoo CampusQuetta, Balochistan

In his seminal work Schoolteacher: A sociological study, Lortie (1975) coined the

concept of apprenticeship of observation to account for the impact of early socialization into

teaching on a teacher when s/he was a student. Referring to Heaton and Mickelson (2002),

Mewborn and Tyminski (2006) stated that the Lortie’s theory “has since become synonymous

with the claim that ‘teachers teach the way they were taught’” (p. 30). Taking this theoretical

discussion into account, this study was conducted to understand how government primary school

teachers taught the English subejct; and, whether the primary school teachers’ apprenticeship of

observation impacted their practice of teaching English. Employing a case-study approach from

qualitative paradigm of research and applying the convenient sampling strategy, three in-depth

semi-structured interviews were conducted. The interview transcripts were later analysed

thematically by following the six steps that were suggested by Braun and Clarke (2006) for

conducting thematic analysis. The study found major three themes that suggested the

apprenticeship of observation more influenced their teaching of the English subject than their

pre-service and in-service professional credentials and trainings about how to teach the English

subject. The study implied that the teachers’ healthy apprenticeship of observation be

appreciated and incorporated and unhealthy apprenticeship of observation be discussed and

discouraged through dialogic practices in both pre and in-service teacher education programs as

teachers could continue contributing effectively.

Key Words: Apprenticeship of observation, Primary school teachers, English language teaching,

Professional development, Pakistan



ABSTRACT ID 168

Teacher Education and the teacher recruitment policy: analysis of high claims

of providing appropriate teachers at school level

Dr. Muhammad Waheed

Assistant prof. Department of Educational Training

The Islamia University of Bahawalpur

Ph: 03055409402

The influences of globalization, rapid changes at international level leading to a highly

competitive environment, and social-political conditions create a very complex scenario in

countries like Pakistan in present century. In this fast transforming world regarding paradigms,

technologies and cultural interactions, an increased emphasis on education is highly in focus.

Therefore, the teachers and schools are required to take up expanded role and multidimensional

responsibilities to cope with the emerging problems and challenges. Hence, preparing teachers

having the understanding of the dynamic world and capable to take up their roles effectively in

order to cope with the challenging expectations is the crucial need. Pakistani government

through HEC has introduced programmes of teacher education which have replaced traditional

one year B.Ed. and M.Ed to meet the emerging challenges of teacher education. HEC has also

developed curriculum of teacher education claiming its compatibility with the new paradigms.

This study reviewed this curriculum through the lens of TPACK and digitalization of education.

The introduced curriculum seems traditional oriented having least components of addressing the

needs of modern trends of world of technology. It is also assessed that the teachers’ recruitment

policy in Punjab places a minimal emphasis on trained teachers that has made teacher education

as secondary or a low profile option which is against the claim of the policy-makers.



Documents

3rd NACTE National Conference 2018, Rethinking Teacher ... · 3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta. 0 rd3 NNC