DEVELOPMENT OF QUALITY ORIENTED MODEL FOR RESTRUCTURING OF PRE-SERVICE TEACHER EDUCATION PROGRAMS Abstract This study was premeditated to develop quality oriented model for restructuring of existing pre- service teacher education programs. Population of the study was 1comprised of all teacher educators and prospective teachers of teacher education institutions of Punjab and Islamabad, Pakistan. Stratified random sampling technique was used to select sample of 300 teacher educators and 890 prospective teachers from 30 institutions. 1Two research questionnaires were used for data collection. Results revealed that prospective teachers enrolled in Bachelor of Education (Honors) were dissatisfied with the institutional environment, practical work, assessment techniques and features of teacher education. Whereas prospective teachers enrolled in Bachelor of Education one year program showed dissatisfaction with program duration. that teacher Educators teaching at Bachelor of Education (Honors) expressed dissatisfaction about physical resources, teachers’ competencies, teaching strategies, assessment techniques, professional skills, appreciative features of programs and institutional efforts to raise quality of the programs. Prospective teachers and teacher educators associated with both programs somewhat expressed similar opinions regarding quality of the programs. It is, therefore, recommended that teacher education institutions may improve the quality of both programs keeping in view quality related concerns of the teacher educators and prospective teachers. Key words: Quality, Re-Structuring of Education, Teacher Education, Prospective Teachers, Teacher Educators. INTRODUCTION Teaching is definitely an problematic process as it's miles tons past the greedy difficulty know- how and transmitting it to newbies. Besides achieving insightfulness in difficulty it encompasses communicative and managerial abilities so that you can align and prepare all studying sports with the content material to gain knowledge of and might offer beneficial comments competently to the newbies for similarly improvements. An powerful instructor is anticipated to be receptive and attentive to newbies so that you can assist them in resolving their troubles and pleasurable their instructional desires in order that a conducive studying surroundings may be installed with withinside the study room in which college students locate them motivated, passionate, enthusiastic, self-fascinated toward research and might decorate the horizon in their studying with the cooperation collaboration and powerful steering in their instructor (Rubio, 2009). Teacher training is an application this is associated with the improvement of instructor talent and competence that could allow 2and empower the instructor to fulfill the necessities of the career and face the demanding situations therein. According to Goods Dictionary of Education, Teacher training means, all of the formal and non-formal sports and reviews that assist to qualify someone to expect duties of a member of the instructional career or to discharge his duties greater effectively. System of training completely gyrates round instructors consequently they're bestowed excessive and paramount status. Dominant position of a instructors in direly call for suitable and enough education of them in an effort to do simply with their expert commitments in addition to can meet the expectancies of humans from them as kingdom builder. Debate on a expert improvement of instructors has received wonderful eminence as instructors’ expert best and effects of college students are related to the best of a instructor training. It is being taken into consideration as decisive aspect to assess college students’ studying. Teaching is multifaceted and multifarious career that needs highbrow paintings hence it can not be performed through someone who isn't always given good enough education or applicable expert training. Appropriate Teacher training now no longer simplest certifies that instructors are and could stay professional and competent, however it additionally ascertains that their motivation will now no longer be lesson (Musset, 2009). The best and volume of learner attainment and achievement is more often than not decided through the competence, thoughtfulness, sensitivity and self- motivation of instructor as nicely the best of education he gets so that you can satisfy his expert duties. In Pakistan initial or pre-carrier instructor training is being supplied in better secondary training quarter and college quarter via 1Government Colleges of Elementary Teachers (GCETs), Government Colleges of Education, Institute of Education and Research (IER) and Departments of Educations in Universities. Excellence of training in Pakistan especially in public quarter is deliberated bad on the premise of a couple of indicators. Generally, maximum threatening detail to best training is rote memorization as college students are typically guided through instructors to research so that you can reproduce learnt information in examination (Hayes,1996; Jaffer, 2005). Furthermore, pedagogical strategies and institutional surroundings do now no longer convince newbies to get embroil in cognitive sports, therefore their essential questioning and innovative abilities couldn’t develop 6(Government of Pakistan, 2006c, 2002a; Sultana, 2001; World Bank 2006). Certainly it's miles compulsory to discover center reasons that threaten best of instructor training and to layout applications to remove those issues. Ali (2011) said troubles that looks as intimidation to the best of instructor training. According to the writer key problem is that instructional guidelines aren't completely employed. In Pakistan instructor training is substantially communicated via applications which can be typically funded through donor companies like USAID consequently numerous applications had been originated throughout the usa with the reciprocal collaboration of Government, college departments of training, establishments exists in personal quarter and non-governmental organizations. Though many groundbreaking and superior stabs had been projected via applications, initiated through donor companies however their durable and sustainable effect on best of instructor training is hitherto a count number of criticism. Literature exhibits that such applications typically emphasizes on quantitative element in preference to qualitative attempts. Furthermore, loss of studies research in instructor training in Pakistan is likewise essential subject that retards best warranty in instructor training. (World Bank, 1996; Gulzar, Bari & Ejaz, 2005; Government of Pakistan, 2002a, 2006a; 2009, 2004a). The main objectives were to analyze various components of current 1teacher education programs including B.Ed. & B.Ed. Honors with respect to stake holders opinion in order to assess their existing quality, to determine the problems, associated with existing teacher education programs and to develop model in order to contribute in escalating the quality of existing pre-service teacher education programs METHODOLOGY Participants 1Stratified random sampling technique was used to determine sample of the study including prospective teachers and teacher educators. 1Sampling strata were established on the basis of teacher education programs (B.Ed. and B.Ed. Honours) offered in public and private sectors institutions. Following is the detail of sample: 1. Sample of 300 teacher educators was selected from 30 teacher education institutions, including 7Government Colleges for Elementary Teachers (GCETs), Colleges of Education (GCEs) and University Departments of Education, Federal Colleges of Teacher Education working in province Punjab and Islamabad Capital Territory (ICT) Pakistan. 2. Sample of 30 prospective teachers from each institute, from each program 10(B.Ed. and B.Ed. Honours) was selected based on their availability and the program being offered (B.Ed. / B.Ed. Honours) in selected teacher education institutions in province Punjab and Islamabad Capital Territory (ICT) Pakistan. Total no of respondents were 890. Tools for data collection In this study, data was collected through following two distinctive self-developed research questionnaires: 1. 1Satisfaction of Prospective Teachers (SPT) 2. Satisfaction of Teacher Educators (STE) Analysis and Interpretation of Data Statistical techniques descriptive frequencies, mean, standard deviation, t-test and ANOVA were applied through SPSS to analyze data, collected through the administration of questionnaires. RESULTS AND FINDINGS Table No. 1 Perception of Prospective Teachers Regarding Weak 9Areas of the B.Ed. Program Weak 9Areas of the B.Ed. Program f % Not responded 351 49.2 Class room management skills are not taught Not well planned Curriculum is not according to upcoming requirements Curriculum is not practicum focused Not compatible with professional life Short time duration for teaching practice Less focus on teaching of professional competencies Assignments and presentations are not evaluated satisfactorily Teachers don’t give proper time / not committed No improvement in teaching skills Inappropriate management Examination system is not satisfactory Lack of basic facilities (light, building) Inappropriate curriculum No use of technology Incompetent teachers Provided feedback is not satisfactory. Report after teaching practice in form of presentation should be included based on entire teaching experience, prospective teacher gained during teaching practice in school Projectors should be used Traditional teaching methods Mental stress on students, strict behavior of teachers. Course duration is short and curriculum is lengthy Total 12 42 8 12 17 21 186 5 8 3 7 4 4 9 2 7 2 2 2 2 4 710 1.6 5.9 1.1 1.6 2.4 2.9 26.1 .7 1.1 .4 1.0 .6 .6 1.3 .3 1.0 .3 .3 .3 .3 .6 99.4 Table no. 1 indicates the stance of the prospective teachers of B.Ed. program on the elements that seem undesirable to them and weaken quality of the program. The table includes the list of all inappreciative aspects of the program that students dislike the most. Response rate is approximately 50.8 %. The most inappreciative features includes that program is not well planned, not compatible with professional life, short time duration for teaching practice, lacks to impart professional competencies, teachers don’t give proper time / not committed, examination system is not satisfactory, inappropriate curriculum, course duration is short and curriculum is lengthy etc. Table No. 2 Perception of Prospective Teachers Regarding Weak Areas of B.Ed. Honors Program (N=180) Weak areas of the B.Ed. Honors Program f % not responded 61 33.8 Less technological usage that needs to be increased 15 8.3 No all-encompassing planning Less focus on professional competencies not skill oriented 19 40 9 10.5 22.2 5.0 incompetent teachers 4 2.2 4 year program duration is too long ,it should be reduced to 2 years 14 .6 teachers are overburdened because of staff shortage 7 3.9 effective implementation of class room activities / classroom environment is not well managed 8 4.4 not compatible with professional life 3 1.7 Total 180 100.0 Table no 2 indicates the opinions of the prospective teachers of B.Ed. Honours program regarding the components that seems undesirable to them. The table includes the list of all inappreciative aspects of the program that students dislike the most. Response rate is approximately 66 %. Keeping in view the inappreciative features prospective teachers suggest that technological usage must be increased, Extensive planning is needed. They say that program fails to impart professional competencies. Moreover, B.Ed. Honors is not skill oriented and teachers often remain overburdened because of staff shortage etc. Table No. 3 Comparison of Mean and Standard Deviation of Teachers on STE for the variable Association with the Program 1(N=230) B.Ed. B.Ed. Honors (N- 177) (N-53) M SD M SD Subscales t- value p-value Physical Resources Human Resources Incentives Admission criteria for prospective teachers Curriculum Teaching strategies Time duration Institutional environment Assessment techniques Professional skills Problems Quality indicators 1Trends at teacher education Prominent features of Teacher Education Programs 59.7 10. 6 60.0 13. 0 3.3 4.0 3.7 3.8 39.0 4.4 33.4 9.8 3.7 1.2 28.9 4.3 38.2 5.7 37.6 6.7 45.4 9.4 85.5 11. 3 31.5 5.8 55.8 10. 3 55.5 3.8 2.8 5.1 3.2 9.6 39.0 1.1 30.6 4.0 3.7 6.0 28.0 7.6 35.0 8.8 35.9 12. 4 48.4 5.0 84.0 5.2 32.7 1.0 2.359 2.224 .916 .706 -.068 1.811 .022 1.406 1.337 1.632 - 2.104 .811 - 1.290 .019 .027 .361 .481 .946 .050 .983 .161 .042 .014 .037 .418 .198 21.3 4.9 19.9 4.1 1.774 .047 1Satisfaction with the quality of program Institutional Efforts to raise Quality of Teacher Education Programs 43. 149 .4 1.1 149 .4 4 .083 .934 6.9 9.7 2.30 3.8 3.363 .001 47. 5.1 Total 648.3 9 628.9 5 2.636 .009 1Table 3 shows satisfaction of teacher educators on STE concerning the quality of Teacher Education programs being offered in their institution either B.Ed. or B.Ed. Honors. Significant difference of opinion among teacher educators exists on over all research scale STE (.009) at p≥ 0.05 level of significance. Table reveals 1that teacher educators associated with B.Ed. Honors are less satisfied with the overall quality of the program (628.9). Responses against each subscale indicates 1that Teacher educators associated with B.Ed. Honors are comparatively dissatisfied with the physical resources (55.8), competencies of human resources (55.5), teaching strategies (30.6), assessment techniques (35.0), professional skills (35.9), appreciative features of teacher education programs (19.9) and institutional efforts to raise quality of teacher education programs (2.3). Moreover they see more quality threatening problems in B.Ed. Honors (48.4). Whereas teachers teaching to B.Ed. students shown no major concern about the quality of the program. Table No. 4. Program Wise Comparison of Mean and SD of Prospective Teachers on SPT (N= 890) Subscale M 1B.Ed. (N- 710) SD B.Ed. Honors (N- 180) M SD t-value p-value Physical resources Curriculum Teaching strategies Time duration Institutional environment Practical work Assessment techniques Output of the program 59.4 7.4 18.1 3.3 30.4 6.4 2.8 1.0 37.1 4.9 7.3 1.6 26.9 6.9 87.2 4.4 57.8 10.6 18.7 3.5 36.6 10.6 2.9 1.1 38.4 5.0 7.3 1.7 31.4 9.3 87.7 4.4 1.51 -1.80 -5.9 -1.4 -2.4 .461 -4.8 -.981 .131 .071 .000 .150 .015 .645 .000 .327 Features of teacher education 19.7 7.1 23.7 11.7 -3.4 .001 Weaknesses of the program 7.2 10.0 6.4 8.7 .818 .414 296. Total 4 26.3 311.3 33.9 -4.3 .000 Table 4 1indicates program wise perception of satisfaction level of prospective teachers on research scale SPT. Significant differences of opinion among prospective teachers of B.Ed. and B.Ed. Honors is found on overall SPT (.000) at p≥ 0.05 level of significance. 1It is explored that prospective teachers of B.Ed. Honors are comparatively dissatisfied with teaching strategies (30.4), institutional environment (37.1) and assessment techniques (26.9). They also believe that these programs 1are not conforming to the appreciative features of teacher education programs (22. 6) with respect to skill learning, use of ICT, merging upcoming educational trends and adequate planning. Moreover no significant difference of opinion among prospective teachers of B.Ed. and B.Ed. Honors is found on subscale physical resources (.133), curriculum (.071), time duration (.150), practical work (.645), output of the program (.327) and weaknesses of the program (.414) at p≤ 0.05 level of significance. Table No. 5 Comparison of Mean and Standard Deviation of Teachers on STE for the variable Association with the Program 1(N=230) B.Ed. B.Ed. Honors (N- 177) (N-53) M SD M SD t-value p-value Subscales Physical Resources Human Resources Incentives Admission criteria for prospective teachers Curriculum 59.7 10.6 60.0 13.0 3.3 4.0 3.7 3.8 39.0 4.4 55.8 10.3 55.5 3.8 2.8 5.1 3.2 9.6 39.0 1.1 2.359 .019 2.224 .027 .916 .361 .706 .481 -.068 .946 Teaching strategies Time duration Institutional environment Assessment techniques Professional skills Problems Quality indicators Trends at teacher education 1Prominent features of Teacher Education Programs Satisfaction with the quality of program Institutional Efforts to raise Quality of Teacher Education Programs 33.4 9.8 3.7 1.2 28.9 4.3 38.2 5.7 37.6 6.7 45.4 9.4 85.5 11.3 31.5 5.8 21.3 4.9 149.4 1.1 6.9 9.7 30.6 4.0 3.7 6.0 28.0 7.6 35.0 8.8 35.9 12.4 48.4 5.0 84.0 5.2 32.7 1.0 19.9 4.1 149.4 43.4 2.30 3.8 1.811 .022 1.406 1.337 1.632 -2.104 .811 -1.290 1.774 .083 3.363 .050 .983 .161 .042 .014 .037 .418 .198 .047 .934 .001 Total 648.3 47.9 628.9 5.15 2.636 .009 Table 5 1shows satisfaction of teacher educators on STE concerning the quality of Teacher Education programs being offered in their institution either B.Ed. or B.Ed. Honors. Significant difference of opinion among teacher educators exists on over all research scale STE (.009) at p≥ 0.05 level of significance. Table reveals 1that teacher educators associated with B.Ed. Honors are less satisfied with the overall quality of the program (628.9). Responses against each subscale indicates 1that Teacher educators associated with B.Ed. Honors are comparatively dissatisfied with the physical resources (55.8), competencies of human resources (55.5), teaching strategies (30.6), assessment techniques (35.0), professional skills (35.9), appreciative features of teacher education programs (19.9) and institutional efforts to raise quality of teacher education programs (2.3). Moreover they see more quality threatening problem in B.Ed. Honors (48.4). Whereas teachers teaching to B.Ed. students shown no major concern about the quality of the program. No significant difference of opinion among teacher educators either affiliated with B.Ed. or B.Ed. Honors exist on rest of the subscales. DISCUSSION AND CONCLUSION This examine became aimed to develop best orientated version for restructuring of pre-carrier trainer training packages specifically B.Ed. and B.Ed. (Honors). Programs withinside the 1province of Punjab and Islamabad. Responses of the potential instructors of B.Ed. (Honors) found out their dissatisfaction with the institutional environment, sensible paintings assigned to them, evaluation strategies utilized by their instructors to evaluate their overall performance, and functions of trainer training application with admire to talent gaining knowledge of, use of ICT, merging upcoming academic traits and ok planning. Therefore, they locate greater best threatening troubles associated with the application. Though B.Ed. (Honors) is released with anticipation to make trainer training greater best orientated and powerful and to triumph over shortcomings which might be typically related to B.Ed. application however but there are sure regions highlighted withinside the present day examine want to be centered to make certain the best in B.Ed. (Honors). It became observed that trainer 1educators of B.Ed. (Honors) application are relatively upset with the supply of enough bodily resources. Further they' ve additionally expressed dissatisfaction of the expert competence of trainer educators, mainly with coaching techniques and overall performance evaluation strategies of potential instructors. 1Along with this, trainer educators display issues on inadequately planning, ICT talent orientations and powerful educational support. However, trainer educators affiliated with B.Ed. application confirmed no fundamental difficulty concerning the best of the application. Sector sensible contrast of trainer educators shows that trainer educators coaching in public zone establishments are upset with the supply of bodily resources. Similarly, they believed that trainer training packages being supplied in public zone establishments aren't compliant to the appreciative functions of trainer training packages with admire to talent gaining knowledge of, 1use of ICT, merging upcoming academic traits and ok planning. In contrast, instructors educators affiliated with the personal zone establishments are surprisingly upset with the abilities of human resources, incentives supplied to them for encouragement via way of means of their institutes, evaluation strategies 1used to evaluate the overall performance of potential instructors and efforts at institutional degree if you want to enhance best of trainer training packages. Literature additionally helps the outcomes of the existing examine. Quality of trainer training in Pakistan is diagnosed negative 1(Ali, 2011; Jaffer, 2005). Several studies research argued that expert improvement of instructors, students‘ gaining knowledge of and educational success 1are interconnected (Halai et al., 2004; Guskey & Spark, 1996; Shah, 2000) but best of trainer training is commonly affected because of scarcity of facilities, price range constraints, useless managerial device, negative exam and evaluation strategies and irrelevant supervision. Pre-carrier trainer training packages are of negative best and immediately have an effect on the best of training and motive 1its deterioration (Ahmed, 2009; Aga Khan University, 2002; Government of Pakistan, 2005 and 2002c; NEP, 2009). NEP (2009) has nicely captured the scenario: ―The reform of coaching best is of the maximum priority. There is a consensus among all stakeholders that the best of instructors withinside the public zone is unsatisfactory‖ (p.43). Educational Statistics Pakistan 2008-2009 imply that greater than ninety percentage instructors serving in public faculties are professionally skilled however lamentably the effect of schooling both pre-carrier or in-carrier is perceptible, neither of their coaching nor in students‘ success. Thus, it well-knownshows negative capability constructing of potential instructors. Number of unbiased studies reports, coverage files and Government reports, severa researches and files done via way of means of donor funded initiatives etc. on trainer training device in Pakistan well-knownshows numerous best associated troubles and breaches, which obstruct effectiveness of trainer training packages 1(Asian Development Bank, 1992; Academy for Educational Development, 2005; Barber, 2010; Government of Pakistan, 2002b; Hoodbhoy 1998). RECOMMENDATIONS Keeping in view the findings and conclusion following are some of the recommendations of study: 1. Teaching strategies used by teacher educators to prepare future teachers may be improved and replaced with modern instructional techniques including group activities, direct instruction, concept teaching, classroom discussions, micro teaching, project based teaching, inquiry based teaching, web based teaching, role play etc. 2. Academic and professional progress of prospective teachers may not be confined to written examination but it should be assessed by alternative ways like observations, projects, portfolios, discussions, performance tasks, presentations etc. 3. Educational environment of the institution needs to be made conducive enough that promote personalized learning (self-learning) and every student should be valued and educated well so that he/she may share the burden of preparing upcoming human resources 6for the development of the country. 4. Curriculum of teacher education needs to be updated, more relevant to professional field, supportive for prospective teachers to cope up with such problems that being teacher may encounter them during classroom practices. 5. Time duration of program may neither be too long nor be too short thus it is recommended that it should be of two to three years. 6. Extensive teaching practice of about one session is recommended to be conducted in govt. institutions, evaluated by head of the institute. Moreover, it may be converted into internship; complimented with sufficient stipend, compulsory for all prospective teachers at the end of the program. 7. Teacher education programs are recommended to be featured with teaching learning skills, ICT education, upcoming trends of secondary education, incorporating modern teacher education trends and effective tutorial support etc. so that professional requirements can better be catered 8. Prospective teachers needs to be given command over professional skills like, instructional skills, managerial skills, communication skills and counseling skills etc. 9. Admission criteria for prospective teachers with respect to both programs are recommended to be revised. 10. Teacher education is recommended to focus on practical teaching instead of theoretical learning so that experience of professional field or actual classroom teaching may be provided to future teachers. Model for Restructuring of Pre-Service Teacher Education Programs Teacher training wishes to be associated with real expert existence situations, necessities and aspirations of society. Panda & Menon recommended reforms concerning the character of instructor training institutions, choice and promoting tactics and structure, admission standards and manner for enrolment of potential teachers, qualitative measures so one can enhance pre- carrier instructor training, curriculum, coaching methods, ability training, pedagogical ability improvement via practice, studies and improvement with regards to 21st century are the want of time. In the mild of literature reviewed and findings of the have a look at comprised on stakeholders’ perceptions, researcher evolved version primarily based totally on few critical factors of instructor training that wishes to be centered if development in instructor training packages is to be anticipated. See Figure 1. Figure 1. Proposed Model for Restructuring of Teacher Education Programs 1. Admission Criteria for Prospective Teachers Teacher education institutions have to select limited candidates for teacher education programs among abundant of application received. Usually very simple admission criterion is followed in teacher education institutions in Pakistan. In fact teacher education programs in Pakistan are the one in which everyone can easily get enrolled. Purpose behind establishing criteria for admission is to choose suitable & motivated people who can be elevated as committed and professional teachers in future. Few suggestions are being given in figure no 2 in order to make admission criteria strong for prospective teachers. It will help to select more appropriate individuals to train as future teachers, if followed properly. Figure 2. Suggested admission criteria Keeping in view the responses of respondents against open ended questions about admission criteria for prospective teachers some elements are suggested in figure 2. Explanation of suggested criteria is given below; i. Qualification required for getting admission in teacher education programs should be increased from intermediate to graduation. Required result percentage should also be re- considered but emphasis may be given on abilities instead of secured marks percentage so that capable persons can be selected. ii. Written test based on knowledge of core school subjects including English, Urdu, Islamic Studies, Pakistan Studies should be taken. Additionally science subjects should be added for science students. As these are compulsory school subjects and every teacher should be proficient in these. iii. Aptitude test should be administered to those who wanted to be enrolled in teacher education programs so that only appropriate people for the profession can be trained. 2- Curriculum Curriculum is likewise very good sized thing in schooling usually and in instructor schooling specifically. The 5National Academy of Education Committee on Teacher Education designed a framework that articulates center competencies and ideas which are important to be protected within side the curriculum of instructor schooling. This framework is primarily based totally on 3 essential dimensions of knowledge; 1- Knowledge approximately students, the manner they study and their social context 2- Understanding approximately curriculum, content material to be taught, competencies to teach, competencies to be developed, desires and functions of schooling to be met 3- Pedagogical or educational knowledge, cap potential to deal with newbie’s with diversities, set up efficient lecture room environment. This framework for the curriculum of instructor schooling is comprised on interplay amongst students, content material and coaching. This interplay serve essential aims, first is sharing of knowledge, transmission of cultural heritage, success of social expectancies as coaching career is related to technical and moral aspirations. Second is to put together destiny instructors to be the a part of democratic international as they may be predicted to count on the obligation of teaching younger humans as efficient member of society who can lead excellent political, economic, civic existence in destiny (Hammond, 2006). Few suggestions about curriculum of teacher education are being given below in Figure 3. Figure 3. Curriculum Competent and proficient teachers are need of hour so above mentioned aspects are proposed to be incorporated in curriculum of teacher education programs and future teachers are expected to be trained accordingly. 3. Teacher Educators Among various others, Teacher educators are also a crucial component of development and change in teacher education. Efforts are globally being initiated to ensure quality in 5teacher education through improving the quality of teacher educators who are responsible to teach teachers. Growing trend of integrating information communication technology in education has raised the essentiality of educating teacher educators as well. Studies conducted on education generally and on teacher education specifically with reference to Pakistan, identified that reason of poor quality of education is connected with the poor quality of general education of teachers themselves. Keeping in view the perceptions about the significance of teachers and their existing quality, it is in direly needed to improve their quality so that they can perform their role with true spirit as expected from them. Some suggestions are being given below; 1. 2. 3. Technological Skills 4. 5. Basic use of computer Ability to incorporate content with ICT Ability to develop and deliver electronic presentations Interaction with students through Electronic media (Emails etc.) Guide and motivate students for the use of ICT (searching of relevant references, content, preparation and submission of assignments delivering presentation etc.) Figure 4. Characteristics among teacher educators All above mentioned skills and attributes are necessary for teacher educators as they assume the responsibility of teaching future teachers. Teacher education is challenging profession thus teacher educators simultaneously have to be traditional and innovative. They have to consider national and international demands and trends of the profession. In order to fulfill the swiftly changing professional requirements, teacher educators need to be prepared accordingly. Teaching Strategies Quality of teaching has always been most debated issue in educational spheres. Instructional process can be more effective and meaningful if connected with real life situations and with the existing knowledge that students already possess. This point of view is based on constructivist approach and it facilitates teachers to deal with cultural and social diversities among students. Figure 5 indicates several teaching strategies some are content focused and some are learner centered. Keeping in view the nature of teacher education, prospective teachers should be proficient in using all these strategies. Thus it is suggested that all theoretical and experiential strategies of teaching should be taught (theoretically and practically) to future teachers so that they can cope with all types of learning situations. Develop habit of listening and 4thinking Expand conceptual structures Acquire and assimilate new information Lecture presentation Mastery of well- structured knowledge Skill mastery Direct Instruction Specify concept to be taught Nature of concepts Logical reasoning, higher order thinking Concept teaching Teacher cum content Centered Teaching Approaches Learner cum content 3- Classroom Centered discussions Conceptual 2-Problem based understanding 1-Cooperative learning learning Learners’ Inquiry and problem involvement in Academic achievement solving skills educational Social skills and Interpersonal Dealing with individual role skills diversities towards society Skill for Self Reasoning and Social skills independent learning critical thinking Figure 5. Teaching strategies extracted from models of teaching by Richard I. Arends. 4. Institutional Environment Institutional environment with reference to education refers to the environment where students and teachers have to work collaboratively in order to achieve educational goals. Educational environment includes two major dimensions related to institutional life including physical surroundings like cleanliness, condition of available facilities, sufficiency of building, classrooms, ventilation of classroom, available instructional materials and their working condition etc. other dimension in this regard is its conduciveness, how and to what extent students can be efficiently involved in educational activities and educational environment supports connectedness and communication between students, teacher and administration. Figure 6. Attributes of institutional environment Secure from all threats refers to elimination of racial, physical, emotional, ethnic etc. terrorizations. Every individual of the institution should feel free and secure so that they can entirely focus on their goals which bring them to that respective institution. It is the initial and basic component which is required to be ensured in any institution. Facilitative environment refers to provision of required basic facilities including sufficient building, ventilated and adequately furnished classroom, safety from weather threats, availability of clean water etc. educational facilities like labs, laboratories, recorded lectures, instructional aids, experiential learning through practical activities concerning teaching, competent teachers, appropriate teaching strategies, and everything that can help promoting learning of prospective teachers. In short a facilitative environment is something suitable for living and learning of learners. Competitive environment refers to dynamic institutional system which promotes self- learning, hard work among individuals and eagerness to achieve success. These elements are associated with motivation by administration and by teachers. Encouraging and responsive attitude of faculty and administration motivates learners to overcome their weakness and helps them to excel. Planning and execution of adequate educational activities either individual or group and constructive feedback about learners’ progress can impart feeling of competition among them. value oriented aspect is concerned with moral principles accepted by individuals and society i.e recognition of right and wrong, mutual respect, cooperation and respect of diversity among individuals associated with respective institution in any way. It also refers to equal allocation of resources within the institution. This is the responsibility of the administration and faculty of the institution to ensure practice of general values, discourage ethnic, social, racial prejudices and encourage habit of mutual respect and cooperation among individuals. 5. Teaching Practice Teaching practice is denoted for the practical implementation of knowledge and instructional strategies that student teachers learn in teacher education institutions. Purpose of teaching practice is to support future teachers to get prepare for teaching careers through incorporating them into real teaching learning atmosphere as they are the part of institution. This experience exposes reality of teaching to them and provides them chance to be innovative, creative and effective professional. 8(http://www.btc.uob.edu.bh/details.aspx?id=aff71af9-f862- e211- b5dd0022191ecece&gid =3, retrieved on 18th December, 2005). Effective teaching practice influence professional grooming of prospective teachers. Influential teaching practice should view following consideration; i. 3Encouraging good communication between teachers and learners ii. Encouraging interaction among learners iii. Providing opportunities for active participation iv. Timely and appropriate response and feedback to trainee teachers v. Emphasizing task on time vi. 3Motivating learning by communicating expectations vii. Respecting diverse talents and ways of learning Teachers are known for reshaping individuals’ personalities. They are to be trained enough so that they can do justice with their profession and can fulfill related expectations. Teaching practice is initial experience that teachers acquire during professional education so it must be well planned and organized. Teaching Practice Should not be Formality for Acquiring Degree but Prove to Be the Nexus of Theory Practical Content Reflection Learning Implementation Observation Experience Diverse Ways of Practicum and Supportive Instructional Approaches Diverse Practicum Purpose Instructional Approaches Teaching practice at schools for experiencing real professional situation Activity Based Inquiry Self- Directed Reflection Experientia l learning/ Problem based Micro Teaching for skill learning Didactic demonstr a-tion Modeling Simulation and Role playing Reflection Active learning Experientia l learning / Problem based Apprentic eship/ Internshi p Apprenticeshi p/ internship of one year in government schools with sufficient stipend to enable an Experientia l learning Reflectio n Self- directed/ Locus of Control Collaborativ e learning Inquiry individual for better career Figure 7. Practicum aspired with respect to teacher education As it is reality known by all, that in Pakistan only practicum that is experienced by prospective teachers at the end of their program is teaching practice. As teacher education is skill oriented program thus it has to be more practice oriented. In this regard it is suggested that besides teaching practice at school, micro teaching and apprentice ship should also be initiated. Moreover teaching practice should be made more comprehensive, practical, natural and reliable. Internship or apprentice ship is more appreciative in reference to provide practical experience of teaching in natural setting. Furthermore micro teaching is recommended to be incorporated to possible extent if not completely so that student teachers can experience or observe learning of pedagogical skills. 6. Assessment Teaching of teachers is very crucial job. One of the most significant areas in teacher education that needs to be focused and theoretical and empirical researches are to be conducted is assessment and evaluation (Soled, 1995). Productive, purposeful and varied evaluating strategies are becoming need of time in order to evaluate learning outcomes of teacher education. Hammond (2010) quoted Cochran-Smith who has identified three common ways that are currently being used to assess outcomes of teacher education. These include assessment through professional performance of prospective teachers, scores on written examination and performance during teaching practice (Hamond 2010). Prospective teachers are now supposed to learn various teaching skills and strategies thus teacher educators should have refined knowledge and skills about assessment of learning of prospective teachers. They should also be familiar with various assessment strategies and how and when to employ these strategies to meet varied purpose of assessment (Hammond, 2010). Theoretical Based Practicum Based Figure 8. Assessment Techniques There is a great responsibility on the shoulders of teacher as being upholder of heritage which belongs to mankind and exclusive appropriator of novel and innovative knowledge. In current era, manifestation of unprecedented transformation of knowledge regarding all dimensions of worldly life is being tremendously increased thus scope of teacher education and role that teacher educators are expected to perform has been diversified and needs to be directed as it may commensurate with frequently changing environment and professional requirements (Panda &Tewari, 2009). Keeping in view the literature researcher developed model with the assumption that it will contribute in quality assurance at teacher education specifically for the training of secondary school teachers. On the basis of above discussed ‘model for restructuring of pre-service teacher education programs’, it is hypothesized that it can lead towards the improvement of teacher education programs if all its indicated components are emphasized, focused and incorporated in existing teacher education program either B.Ed. or B.Ed. Honours. Moreover, improvement in teacher education programs will ultimately leads towards the improvement of school education. The assumption related to model is well described in figure 9. Restructuring of Pre-service Teacher Education Programs through incorporating proposed measures in the area of Admission Criteria Curriculum Teacher Educators Teaching Strategies Institutional Environment Teaching Practice Assessment May lead to Increase the Quality of 5Pre-service Teacher Education Programs which is expected to impart Professional Competency Among Prospective Teachers Who will contribute in Escalating the Quality of School Education by Joining Teaching Profession Figure 9. Hypothetical Model for Improvement of Pre-service Teacher Education Programs *Respected Editor The following article is taken from chapter-4 of my thesis work., which was submitted to the Higher Education Commission of Pakistan due to which the similarity index is above from the required, it is also mentioned that the following work was not published in any journal before. With great regards