A teacher in the classroom needs to be competent in the content areas as well as in teaching strategies in order to ensure expected student learning outcomes. As in any profession teachers should be provided the opportunity to practice teaching through interacting with the school and community. In the clinical model of developing teachers as professionals, it is important for that prospective teacher to gain adequate insight into the ground realities of school and classrooms through their attachments in schools and communities. This rich experience of practice enables prospective teachers to bring a positive attitude in classroom teaching and understanding a plurality of cultures.
Practice teaching is a major and joint responsibility of teacher training institutions, schools involving teacher educators, prospective teachers and school teachers. Inclusion of short term training with long term teaching practice will provide an opportunity to prospective teachers to extend their role in the school situation other than classroom teaching. During their short term teaching practice, prospective teachers can be engaged in administrative activities under supervision such as maintenance of school records and registers, management of laboratories and library, preparation of tests and assignments, admission and selection of students and classroom management, etc.
Planning and carrying out an action research activity, engaging in courses like critical thinking and reflective practices, studying contemporary issues and trends in education and involvement of prospective teachers in practical/field work would greatly reduce isolation of the teacher and will develop the habit of inquiry into practice. This breakthrough is expected to facilitate the process of multiculturalism and pluralism in our education system to bring about social transformation in the society.
Hence, a blend of content and pedagogical courses has been provided in the scheme of studies in the B.Ed Hons Elementary 4 years & B.Ed 1.5 professional courses to prepare prospective teachers as professionals in education.
We follow the guidelines of HEC in our teaching and research. Department of Educational Development always provides and maintains quality education by using different innovative tools of teaching. Because of the geographical challenges of the area, we believe in assisting the marginalized people of the region.
Our objectives are:
• Truly listen to one another and see the world from different perspectives.
• Recognize how race, ethnicity, class, gender, family, and context shape human values and experience.
• Understand the relationship between students’ academic achievement and their emotional well-being.
• Demonstrate dexterity in their use of curriculum theory, pedagogy, and assessment practices.
• Create classroom environments that respect all students and meet the needs of all learners.
• Conduct research with students, educators and school communities to generate new knowledge and strategies that contribute to the field.
• Critically analyze and thoughtfully engage in conversations around current educational policies that impact teaching and learning in classrooms.
• Develop professional dispositions that help them to recognize and utilize the “funds of knowledge” of culturally and linguistically diverse families and communities.
• Teach and lead in a wide range of local, state, regional, national, and international settings.
Faculty profile
Miss Shehnaz Gul is working in the Department of Educational Development. Miss Gul, pursued an MS degree in Educational Leadership and Management from Szabist Karachi. She was awarded this degree with the Chancellor’s Honor Roll award for her relentless efforts in achieving this milestone. She graduated with majors in education receiving a B.Ed Hons degree from Karakoram International University Gilgit-Baltistan. Miss Gul, has also accomplished a course namely professional development for teacher trainers program from Arizona State University USA.