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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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
1 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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
2 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
3 3rd NNC Abstract Book www.nacte.org.pk
Time: 2:30 p.m. – 5:00 p.m. Day: 1 Session: 2
Session Chair: Dr. Samina Malik, Dean of Social Sciences, IIU, Islamabad
Paper ID Title Presenter
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
4 3rd NNC Abstract Book www.nacte.org.pk
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
Paper ID Title Presenter
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
5 3rd NNC Abstract Book www.nacte.org.pk
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
Paper ID Title Presenter
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
6 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
7 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
8 3rd NNC Abstract Book www.nacte.org.pk
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)
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
9 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
10 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
11 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
12 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
13 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
14 3rd NNC Abstract Book www.nacte.org.pk
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
Institute of Education & Research Gomal University, D.I.Khan, KPK, Pakistan
Qayyum Nawaz
Institute of Education & Research Gomal University, D.I.Khan, KPK, Pakistan
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
15 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
16 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
17 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
18 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
19 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
20 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
21 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
22 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
23 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
24 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
25 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
26 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
27 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
28 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
29 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
30 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
31 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
32 3rd NNC Abstract Book www.nacte.org.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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
33 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
34 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
35 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
36 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
37 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
38 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
39 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
40 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
41 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
42 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
43 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
44 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
45 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
46 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
47 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
48 3rd NNC Abstract Book www.nacte.org.pk
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
Aysha Khalil
Ph. D Scholar
Allama Iqbal Open University, Islamabad, Pakistan
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,
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
49 3rd NNC Abstract Book www.nacte.org.pk
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
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
50 3rd NNC Abstract Book www.nacte.org.pk
ABSTRACT ID 1110
CPD Practices: A Study of the Context of Higher Education Institutions in
Pakistan
Uzma Shakoor
Senior Research Officer National Accreditation Council for
Teacher Education (NACTE) Pakistan
Ph: +92-42-99232025
Dr. Irshad Ahmad Farrukh
Secretary National Accreditation Council for
Teacher Education (NACTE) Pakistan
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
51 3rd NNC Abstract Book www.nacte.org.pk
ABSTRACT ID 1111
An Over View of Teacher Education Program Accreditation
Dr. Irshad Ahmad Farrukh
Secretary National Accreditation Council for
Teacher Education (NACTE) Pakistan
Ph: +92-42-99232492
Uzma Shakoor
Senior Research Officer National Accreditation Council for
Teacher Education (NACTE) Pakistan
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
52 3rd NNC Abstract Book www.nacte.org.pk
ABSTRACT ID 1112
Changing Times and Challenges for Teacher Education
Prof. Dr. Riaz ul Haq Tariq
Chairperson National Accreditation Council for
Teacher Education (NACTE) Pakistan
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
53 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
54 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
55 3rd NNC Abstract Book www.nacte.org.pk
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
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
56 3rd NNC Abstract Book www.nacte.org.pk
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.
3rd NACTE National Conference 2018, Rethinking Teacher Education in Pakistan, on Sep 4-6, 2018, at Quetta.
57 3rd NNC Abstract Book www.nacte.org.pk