Professional Standards for Teachers
FEASIBILITY OF THE NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS IN PAKISTAN: TEACHER EDUCATORS’ PERCEPTIONS
By
Muznah Faheem
M.Phil (education)
Supervised by
Dr. Zaira Wahab
ABSTRACT-1
Collaboration of Government of Pakistan and USAID give rise to the professional standards for teacher. Ten standards cover almost all angles and parameters of quality teaching. The purpose of this study is to reflect on the feasibility of professional standards for teachers in Pakistan. Four subsidiary areas which the study covers are standards serve as criteria for teachers’ self assessment, equally serve the rural and urban teachers, application in arts and science subjects and gender difference in the application of standards. Mixed method research, the in-depth interviews to find the mind schemas and questionnaire is used to find the frequency of the data. In this survey study, the Sample of 100 teacher educators’ questionnaire on five point likert scale has been analyzed
The study revels that few teachers be able to apply standards for self assessment, major difference in rural and urban realities, application of standards for both science and arts teachers are not possible and there is gender difference in the application of standards. Recommendations have been placed to improve the present scenario.
ABSTRACT-2
Collaboration of Government of Pakistan and USAID give rise to the National professional standards for teacher. Ten standards cover all parameters of quality teaching. The purpose of this study is to reflect on the feasibility of professional standards for teachers.
Mixed method research, the in-depth interviews to find the mind schemas and questionnaire is used to find the frequency of the data. In this survey study, the Sample of 100 teacher educators’ questionnaire on five point likert scale has been analyzed
The study revels that few teachers be able to apply standards for self assessment, major difference in rural and urban realities, application of standards for both science and arts teachers are not possible and there is gender difference in the application of standards. Recommendations have been placed to improve the effectiveness of the NPST.
Major Findings
Some of the major findings of the study are: * few teachers be able to apply standards for self assessment, * major difference in rural and urban realities, * application of standards for both science and arts teachers are not possible and * there is gender difference in the application of standard * The feasibility of National professional standards for teachers is very low/
DEDICATION
I WANT TO DEDICATE MY STUDIES TO
MY HUSBAND AND CHILDREN WHOES
COOPERATION AND APPRECIATION IS
MY REAL INSPIRATION
Acknowledgement
Began with the name of Allah, who is most merciful and beneficent
All glory and praised to almighty Allah who bestowed His blessing upon the researcher and enabled her to accomplish this dissertation. I gratefully acknowledge the love, direction and affection received from my supervisor Pr. Dr. Zaira Wahab. Her valuable suggestions, positive criticism and learned insight during the whole study.
My thankfulness is also due to my class mates whose constant support my help n in progressing my work. The researcher expressed her deepest gratitude and appreciation to the vice chancellor ………of Iqra University and other teaching staff whose teaching enabled me to cope up with this critical situation
The researcher wishes to express her heartiest thanks to all the research participants.
Special thanks for the librarian of Iqra University and librarian of Government College of education Karachi
It is injustice if I didn’t thank to my husband and children whose precious moments I take to fulfill the requirements of my research study.
In short my thank goes to all those who were directly or indirectly involved in my study.
From,
The Researcher
Muznah Faheem
Iqra University Karachi
CERTIFICATE OF APPROVAL
It is certified that Ms. Muznah Faheem has successfully completed her study entitled
“FEASIBILITY OF THE NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS IN PAKISTAN: TEACHER EDUCATORS’ PERCEPTIONS” under my supervision and that this dissertation meets the scholarly standard as set by Iqra University, Karachi, Pakistan
Date:
Pr. Dr. Zaira Wahab
Professor
Iqra University Karachi
able of Content
Abstract………………………………………………..Page#3
List of Abbreviations……………………………………Page#4
Introduction……………………………………………..Page#5
Statement of the Problem………………………………Page#6
Background of the study………………………………Page#7
Purpose of the study…………………………………..Page#9
Research Question……………………………………Page#9
Research Design……………………………………….Page#9
Data collection tool……………………………………Page#10
Data analyses…………………………………………..Page#11
Scope of the study……………………………………Page#12
Limitations of the study……………………………...Page#12
Ethical Considerations………………………………Page#12
References………………………………………………Page#13
List of Figures
List of abbreviations:
ADE: Associate Degree in Education
B.Ed: Bachelor of Education
C.T: Certificate in Education
P.T.C: Primary Teacher Certificate
HEC: Higher Education commission
M.Ed: Master of Education
Pre-STEP: Pre-service teacher education in Pakistan
USAID: United State Agency of International Development.
UNESCO: United Nations Educational, Scientific and Cultural Organization
NPSTP: National Professional Standards for teachers in Pakistan
NEMTS national education management information system
EFA: Dakar Frame work of Action, EDUCATION FOR ALL
FTI: Fast Track initiative
NCHD: national commission for human development
HEC: Higher education commission
NAVTEC: national vocational and technical Education
MOSC & SE: Ministry of social welfare and special Education
Chapter 1
Introduction
Political scenario, as the time when this study is conducted very crucial time, elections are going to happen for national and provincial assembly. It’s the time for nation’s survival whether it gains stability or still move as a unbalanced boat we need sincerity, sense and mental abilities to save ourselves and our nations
The general survey of the roads and lanes of the Karachi city tells us that we need lots and lots effort to bring the quality and real prosperity in our life. Prosperity is not the wealth only it’s more than wealth which gives your soul a sense of pleasures, a sense of satisfaction and a sense of ownership. The heaps and bags of wastage (Kachare) at our door sides tell the whole story of our sensibility and responsibility. Who will come to change this usual practices of our lives the answer is quality education or quality in education
No drought we have education in our society especially in Karachi the rate of education is much more high as compare to other cities of the country but the fact is that we don’t know the value of life without any bomb blasts and terrorism. We don’t know the value of tolerance; we are missing our rules and learning of healthy competitions’.
Elections is going to held in the country, once again people have a power in their hand to select the right person in right time one more mistake may take the whole nation ten years back. Only education is the force who gives them the right to use their right in a right direction.
We can’t see our schools in isolation schools are actually the part of our cultural life they should reflect our beliefs, thoughts, Views and future aspirations. They should modify our young’s into most favorable patterns.
We can’t measure every thing e.g. thoughts, willingness and motivation. Still there is no any instrument which can measure your enthusiasm for teaching. Teaching is a divine profession we can’t measure it accurately. Professional development is evaluated using a combination of teacher reflection, classroom observation, and ongoing assessment of student performance (Doecke. B. 2004)
There is a national pressure on teachers to develop as professionals, increasing both their pedagogical competence and subject matter competencies (National board for Professional teaching standards).
The objective of the study converged teacher educators’ views, thoughts and believes to validate the standards for quality education. As our teacher educators are the first implementers of the standards in the teaching profession.
The rationale of the study is that it is the major interest of the researcher as he is the experienced teacher educators since the last fifteen years and doing personal efforts for improving the quality of teacher education in teacher education institutions. By Introducing creative writing skills and the criteria for writing assignments and tries to apply the APA style of writing in hand writing as well.
The studies will talks about only the feasibility of the national professional standards for teachers in Pakistan
1.1 Background:
Globalization has created an opportunities and challenges for countries all over the world. An education system can’t remain in isolation with these changes and opportunities. The Important products and enablers of globalization are technologies like internet and satellite television. They are important source of education as well potential determinants in order to achieve the national objectives of the education.
Almost all the past education policies talked about the role of education as a tool for social reform and social adjustment and development. But all these policies have not been able to significantly contribute to increase social inclusiveness by encouraging social mobility through education and training. Education system is supposed to ensure the right of an individual to grow in income and status on the basis of his excellence in education. Pakistan education system is among the most deficient and backward in Asia, reflecting the traditional determination of federal ruling elite to preserve its hegemony (country report Pakistan economist intelligence unit the Economist, Nov 2007). The educational policy 2006 recommended the paradigm shift, which requires the objectives of education should be to serve the interest of teachers and students rather then of those who develop policy or implement program. This is a very fundamental shift as it implies changes in all the important parameter of education. While discussing the vision 2030 the policy document of 2007 recommended that our education system must provide quality education to our citizens’ interim of their own potential and contribution to the society. Create the sense of Pakistan nationhood, the concept of tolerance, social justice, and democracy, their regional and local culture with alignment of Islamic republic of Pakistan pg-17
Previously we have the traditional way of professional development the traditional professional development model consist of workshops, seminars, conferences, lectures and other short term courses. In all these activities the person some time involved and some time we just imagine that he is learning. This type of professional development model involves very few people and demands the change in the whole environment which is quite imaginary. While in job embedded model of professional development in which teachers are formed study circles, inquiry group and developed the content related to their context. This type of model become popular in 90’s, the model is emerged from different research studies. The model is not yet common in our Pakistani context. Now the move is towards the way to involve in action research which is the ongoing process of self improvement and professional development could be a part of your job activities.
The over all human development index (HDI) for Pakistan stands at 0.55, which is marginally better than Bangladesh and Nepal but poorer than other countries in the region. As the global competitiveness index (GCI) shows Pakistani’s Performance is weak, on the heath and education related elements of competiveness when compared with its major competitors like India chine Bangladesh, Srilanka and Malaysia
Standards are developed to meet the up coming challenges It is clearly marked on the book let of national professional standards for teachers in Pakistan “step up and share the nation’s vision and become a 21st century teacher” on the back of the same booklet “congratulations! You are on your way to becoming a 21st century teacher!”
Recently the national education management information system (NEMTS) has begun the process of computing indicators, though these indicators are those that have been internationally identified and developed by UNISCO or some of the donor for example cutting international program like Dakar Frame work of Action for EFA and Fast Track initiative (FTI) for EFA , indigenous requirement on a scale have not been assessed.
Movements to reform teacher education are underway in many parts of the world, including Europe, Australia, New Zealand, and the US. These attempts at reform are motivated by various forces, but appear to reflect an international convergence toward uniformity, conformity, and compliance. Our purpose here is to analyze the forces and contradictions that currently shape the education of teachers and the nature of their work in the US article 8
1.2 Purpose:
The purpose of this research study is to investigate the feasibility of national professional standards for teachers in Pakistan, at this premature stage. As the standards have been developed but still there are lot of issues and question related to its application. This research has a focus on teacher educators’ perceptions about these standards as they are the first implementers of the policy regarding standards. we can’t expect change in our educational system without changing the teacher’s training scenario.
Intention of this study is to share the general understanding of the teacher educators about professional standards and analyses of the teacher educators’ perceptions as they make sense of how the standards will affect their practices. so the purpose of this study is to find that the national professional standards for teachers serve as criteria for teachers’ self assessment, the standards equally will serve the rural and urban Teachers equally, national professional standards for teachers have feasibility both in arts and science subjects and that the gender is affected in the application of national professional standards for teachers
1.3 Scope:
The study is limited to the teacher educator’s perceptions who will be the first implementers of the standards in the field of teaching and learning. The study includes only four teacher education colleges out of …………… colleges all over Sindh.
The study can serve the very vast areas, as its findings could be helpful for the educational administrators, organizers and developers. They could develop the professional development courses which would be helpful for teacher educators to change their perceptions of feasibility of national professional standards for teachers in Pakistan. It would be helpful in designing the professional development course for teacher educators
1.4 Justification:
The justification of the study rest on the following points and considerations: A. The results of the study can be helpful to the teachers and teacher educators by providing them the information and critical evaluation of the national professional standards for teachers in Pakistan. B. The study can also prove to be helpful manpower planning. Ths includes the job opportunities and salary status of the teachers. C. The result could help in formulating an educational policy that can provide a good blend of quantity and quality in all levels of education. D. It is a fact that the standards will provide the improved and internationally accepted criteria not only for self assessment but for self improvement. They become capable to face the upcoming challenges of the globalization in education on the other hand they become capable to help other teachers in the said direction. E. It will serve the curriculum developers by providing them in-depth information about the standardization of the whole process of education.
1.5 DEFINITION OF KEYTERMS:
Feasibility:
Able to be done easily and likely, but some people say feasible should not be used to mean “likely”, but this sense in the language for centuries and is generally considered to be acceptable (Oxford English Dictionary 9th edition pg251).
National professional standards for teachers in Pakistan:
“National Professional standards for teachers is a term used to describe the characteristics that teachers are expected to have. The national professional standards for teachers in Pakistan (or NPST ) are statements that explain the characteristics that Pakistan wants to see in highly experienced and committed teachers they are also the goals that Pakistani novice teachers should aspire to reach”(booklet of NPST, pg1).
Teacher educators:
The teachers’ of the teachers, the teaching faculty of training Colleges in Karachi Majority of them are highly qualified having 18 years of education that mean masters degree and B.ED and M.Ed Degree. They are selected and appointed by Sindh Public Service commission directly in grade 17.
Perceptions:
Oxford advanced learner Dictionary (6th ed.) define the word perception in these words, “the ability to see, hear or understand things” (pg 917). It is a fact that perceptions made an action the way in which the person perceive is reflected in the actions performed. Perception can be defined as the process of detecting a stimulus and assigning meaning to it. This meaning is constructed from both physical representations and the existing knowledge of the world. Consider the marks 13. If asked the number you would say thirteen but if asked the alphabet you might say B. So it is actually the way one recognizes that one actually perceives.
Self assessment:
Assessment refers to the measurement and evaluation of ones performance and
Self assessment refers to self evaluation under the defined criteria. Sedikides (1993) suggests that the self-assessment motive will prompt people to seek information to confirm their uncertain self-concept rather than their certain self-concept and at the same time people use self-assessment to enhance their certainty of their own self-knowledge
According to the booklet of NPST-2009 “Self assessment permits to accommodate and change one’s own behavior to attain better performance” (pg2)
Rural and urban teachers:
In this study rural teachers mean who are working in rural area like Thatta, Badin and Mirpurkhas while urban teachers are those who are serving in urban areas of Pakistan like Karachi and Hyderabad city
Arts and science subjects:
The teachers in the school who are teaching arts and literary subjects like social studies, Islamiat and Urdu and English. While science teachers taught science subjects like G.Science, chemistry, Biology and mathematics.
Gender:
It is the sex of the person, which means men or women, either male teacher educators or female teacher educators 1.6 Statement of the problem:
Quantity vs. quality is a topic for hot discussion since the last so many decades. Pluto believes in quality and wants the philosopher king to rule the world while Rousseau and John Dewey works on quantity “education for all”.
Now UNESCO and US-AIDS work and pay Stress on quantity but with quality. The slogan of quality education has been dominated on the education system as it applies on other materialistic things. Quality education is actually a very typical concept it’s not a recipe that you add few more ingredients and make it more delicious but it is a complicated phenomenon. Collaboration and partnership of Government of Pakistan and USAID give rise to the professional standards for teacher in Pakistan. Standards have been developed to enhance the quality in education. Ten standards cover almost all angles and parameters of quality teaching.
History of education in Pakistan proves that the Traditional way of improving the infrastructure or developing few co-curricular activities are not enough for quality education some weight age has also been paid to develop the capacity of educational managers and administrators. But as the time passes it proves that it is also not enough for ensuring the quality and quantity in education. So A part of the ministry of education many other initiatives have also been launched in the recent past by different ministries, organizations, and departments like national commission for human development (NCHD), Higher education commission (HEC), national vocational and technical Education (NAVTEC), Ministry of social welfare and special Education (MOSC & SE), Labour and manpower division to develop the human resource of Pakistan is a bid to meet the emerging challenges. All these programs should co-ordinate in such a way that their impact could be multiplied.
The ten standards are subject method knowledge, human growth and development, Islamic values and ethics, instructional planning and strategies, assessment, learning environment, effective communication and use of Information and communication technologies(ICT), collaboration and partnership, continuous professional development and code of conduct and teaching of English as second or foreign language. The document sounds very good as it has clear explanation of each standard. All the ten standards are interlinked. The focus is on teacher role in class room teaching. The standards didn’t cover the other activities of the teacher. Role of teacher as a counselor, as a community worker or as a administrator or leader. No drought that the standards are developed perfectly. If they are applied on our education system then our education system became more competitive.
Actually the problem lies in the application of the standards. These standards can only be put into practice when the teacher has command over the subject, be perfect in the collection and interpretation of the acquired skills and knowledge. They need high level of intelligence, devotion, practicality and sincerity for the field of teaching as a profession. As we all know that our teachers especially government teachers are weak in their content knowledge as well as pedagogical skills. Even they are more reluctant to put their efforts in education.
Majority of the teachers are from middle class families they have lot of economical and social issues in their life and specially teaching is not their choice but accidently they have adopted the profession. Secondly the relaxing environment of our teaching profession let them to adopt this profession. One of the research studies which talks about the ambition of the teaching profession most of the teachers accepted that this was not their first choice. The questions which the researcher wants to reflect in this research study can be best explained with these quires.
Can the teacher best assess her performance by these standards what challenges she/ he has to face? Can the rubrics attached to the document be applied for self assessment? Here the question which arises is do our teachers used to of self assessment? How the progress or improvement of the teacher be recorded. What will be the role of standards in teacher selection, recruitment, retention and promotion?
Effective communication and use of information technology (ICT) is not possible in the rural area or in the city where almost seven hours load shading is the major issue.
Is the last standard teaching of English as a second or foreign language applicable for all subject teachers like Urdu teacher, Sindhi teacher, drawing teacher and PT teacher?
Some standards are more suitable and applicable at primary level like “standard two human growths and development”.
The present enquiry is an attempt to find out the situation of the teacher educators perceptions about the feasibility of the professional standards for teachers in Pakistan standards
1.7 Research question:
Major question:
Do the national professional standards for teachers are feasible?
Sub questions:
* Do the standards equally serve the rural and urban Teachers? * What is the feasibility of national professional standards for teachers in arts and science subjects? * Do the national professional standards for teachers serve as criteria for teachers’ self assessment?
* How gender is affected in the application of national professional standards for teachers?
1.8 Hypotheses
* Rural and urban teachers are more likely to be different in the context of professional standards for teachers in Pakistan. T-test * Professional standards for teachers are feasible for both arts and science subjects. T-test * National Professional standards for teachers plays significant role in teachers’ self assessment. chi- square * There is a gender difference in the application of Professional standards for teachers. T-Test
Chapter 3
Methodology
3.1 Research design:
The study falls into the third research paradigm which is mixed method research. As the perceptions of the teacher educators could be collected in the form of qualitative data through in-depth interviewing and frequency of occurrence through likert scale.
Multi -methodology or mixed method research is an approach to professional research that combines the collection and analyses of qualitative and quantitative data. Multi-methodology fits well with post modernism. Mixed method research as a third research paradigm can also help bridge the schism between qualitative and quantitative research (Onwuegbuzie & Leech 2004).
To days research world is being increasingly inter disciplinary complex and dynamic therefore many researcher need to complement one method with another and all researcher needs the solid understanding of multiple method used by other scholars to facilitate communication, to promote collaboration and to provide superior research (Burke & Onwuegbuzie, 2004).
So the said study is mixed method research. Considering the population and sample of the study Out of fourteen (14) Elementary colleges and universities all over Sind where the B.Ed, M.Ed or ADE program is going on, have been selected as a sample of the study. The number of the teacher educators included in the study is hundred all over Sindh including rural and urban areas.
3.2 Research context and Population:
The study falls in the context of teacher education all teacher educators from teachers’ training colleges are included as a population of the study.
3.3 Sampling and sampling design:
Definition of simple random sampling:
Simple random sampling method is applied to select the 100 teacher educators. the colleges of the urban area are Government college of education F.B are and Government elementary college of education Hussainabad and Qasimabad. The rural area colleges included in the study are government elementary college of education women Thatta and Government elementary college of education Mirpurkas. The data from the rural area is collected with the teacher educators who were here in Agha Khan University-Institute for Educational development Karachi (AKU-IED) for one of the short course
3.4 Research Instruments:
For this study data generation tools are phenomenological interview, observations of the critical events, document analyses, reflective memos and informal discussions.
Likert scale Questionnaire:
The designed instrument for data collection is a five point likert scale the likert scale is a psychometric scale commonly involved in research that employs questionnaire. It is the most widely used approach to scaling response in research Interviews:
Interviews are an important tool for qualitative data collection. According to Maykut & Morehouse (1994), “an in-depth interviewing is a conversation with a purpose” p.223
Peshkin (1992) argued that, “at the cost of in-depth interviewing is an interest in understanding the experience of other people and the meaning they made of their experience (p.3)”. I will be interested in getting their perception about NPST that how the teacher educators define standards, its effectiveness and nature?
Interviews of dean faculty of education Karachi University, principal government college of education, principal elementary college of education (w) Thatta, and faculty member of AKU-IED have been conducted. Four to six open ended question are the part of interview key (see appendix #3) have been taken in to consideration.
Informal discussions:
Informal discussions are used as one of the strategies for data generation, through this strategy I gathered important information about NPST and its suitability in Pakistani context which is divided into the rural and urban areas.
This information has been used to triangulate the data during the analysis. Overall ten informal discussions carried out with teacher educators and trainee teachers
Observations of critical events:
During the observation my role is of non participant observer. Observations of the critical events have been recorded.
Reflective Memos:
Throughout the study, the researcher has maintained the reflective memos; later on these memos served the purpose of data source. These reflective memos contain researchers own thoughts, ideas, phrases, questions, concerns and decision made during the research study.
The rationale for applying a number of tools for data collection is triangulation of the data to improve the reliability of the data generated.
3.5 limitations:
Some of the limitations of the study are: A. Only four colleges two urban and two rural are included in the study out of 14 colleges all over Sindh where B.Ed. M.Ed. or ADE program have been implemented B. The sample of the study involves only teacher educators, not the prospective teachers and principal and other administrative staff C. Only six leaders of teacher education colleges are chosen as a sample of study for qualitative data collection. D. As we all know that it is difficult to know perceptions of the persons with in the limited frame work of questionnaire and observation. E. A person always chemoflaguae, so it is difficult to find the actual perceptions in such a limited frame of studies. F. As a researcher, I will be the main instrument for data collection, so my position is always very critical.
3.6 Pilot testing: The tailor made questionnaire of 27 items (see appendix #1) was prepared. The initial items for the questionnaire were drawn from the relevant literature in consultation with experts, review of the related literature and judgment of the investigator this process ensure the content validity of the questionnaire. A pilot study was conducted on a small sample of the teacher educators similar to those who were to be included in the final sample the draft questionnaire was tried out on sample in order to refine each item of the questionnaire in respect of wording , meaningfulness and timing. Thus the reliability of the questionnaire was ensured in this process some items of the questionnaire were modified and some of them dropped.
3.7 Procedure:
The questionnaire was personally administered by the investigator to the respondents. Although this procedure was rather time consuming, it did yield a high rate of return and provided an opportunity to the investigator to answer any question of the respondent regarding the questionnaire.
The over all response rate was 93%
In like manner, the interviews were personally conducted by the researcher in a through intensive fashion.
3.8 Plan of Analysis:
I analyzed the data along with the data collection, so that the gaps in information could be filled and linkages could be maintained. Two types of analytical techniques were used. Firstly the qualitative analysis, the constant comparative data analysis procedure for the analysis of the interview protocols was made. After reading the data several themes was identified these themes were then revisited to see the reoccurring patterns and the result is described in narrative form.
The research question and background readings related to the theoretical underpinnings of the national professional standards for teachers served as a reference. The second type of technique used for analysis of questionnaire is quantitative data analysis, which involved both descriptive and inferential statistical procedures. T –test and Chi-Square is applied for testing major hypothesis while item analyses have been done by percentage method
3.9 Ethical considerations:
To follow the ethical considerations I have made lot of reading regarding ethics in research. as all my research participants’ are adult, mature, extremely busy professionals, so I have to be very conscious about ethical considerations.
Voluntary participation: the researcher didn’t pressurize any body to participate or not to participate. Selection of research participants is purely on voluntary basis.
Informed Consent: as all my research participants are adult, mature, extremely busy and scholars so took prior information about their schedule and had taken written permission for interview and other activities. Informed consent form has been used for this purpose.
Risk of harm: the research study hasn’t included any harm or risk factor for the participants.
Confidentiality: of the data and participants have been maintained by using pseudonyms and avoiding quoting information which will be requested not to quote.
Anonymity: anonymity of the teacher educators will be maintained by using pseudo names
Transparency: of the data will be maintained by sharing the research findings and researcher’s interpretation with the research participants through informal conversation.
During the research as a researcher, I recognized the explicit and implicit recommendations which are appearing from the interview, informal talk, observations and responses of the open-ended questions. However these recommendations are not fully proposed by the research participants and not be suggested y the researcher itself , but they have evolved during the study.
Chapter 4
Analyses of the findings
Data have been analyzed along with the data collection so that the gaps in information have been filled and linkages have been maintained. The constant comparative data analyses process has been used.
Interpretation of the data:
Data appears in many forms for example some components are numerical, while other is in the form of transcripts of interviews. Raw data have little meaning, so it is turned into understandable information. Numbers and statistical results by themselves are of little interest and difficult to interpret. A researches’ ability to interpret the data collected in a logically consistent manner without making unwarranted claims or underrating the strength of the findings is an essential skill.
Negative or Deviant Case Analysis
This involves searching for and discussing elements of the data that do not support or appear to contradict patterns or explanations that are emerging from data analysis.
Deviant case analysis is a process for refining an analysis until it can explain or account for a majority of cases.
Analysis of deviant cases may revise, broaden and confirm the patterns emerging from data analysis. Statistics, tables and graphs are used to analyze the quantified data which is collected by applying likert scale.
The findings of the study will be presented in three sections
Section-1: Interview analysis
Section 2: Item analysis
Sectioion3: Testing of major hypothesis
Section -1
Analyses of the interview
Identified themes
Standards in rural and urban perspective: These are the minimum standards. It should be same for all the teachers. If some body is working below this standard he or she should not be an effective teacher. Either the teacher is in rural area or in urban he is a teacher he has to meet certain levels or standards in their teaching below these standards there is no any concept of quality education(interviewed on 30th April 2013 At AKU-IED). “Standards are least requirement of the teaching profession. Now the teaching in the present scenario is not bringing the book in the class dictating the notes and answering few factual or knowledge base questions it is more then that. It has to have included multidimential strategies” (interviewed on 30th April 2013 At AKU-IED).
Application of standards: “The standards talked about only two things that are content you are delivering and the delivery or pedagogy. So it could be effectively applied for all subjects and all levels of education” (interviewed on 30th April 2013 At AKU-IED).
Teachers’ Self assessment:
We have rubrics using these rubrics for self assessment we can easily differentiate between the different categories of teachers. in rural areas teachers will be at minimum level of rubric (interviewed on 30th April 2013 At AKU-IED). Awareness And Implementation Of Standards: Taking about the awareness and implementation of standards one of the expert said “Implementation on the standards of professional development of teacher’s could be started from teacher education. The teacher educators should be aware of these standards and try to include it in their teaching and assessment” (interviewed on 30th April 2013 At AKU-IED).
Teacher educators: “For the assessment of the teacher educators teaching skills we need to add some more points in these standards depending on the qualities required for that and disposition of the job, now there is no exact criteria that who will be the teacher educators what qualification and what experience required for that any body who have masters degree could be a teacher educator” (interviewed on 30th April 2013 At AKU-IED).
Section -2
Item analyses
Section -3
Testing of major hypothesis
Chapter 5
Findings, Recommendations and Summary
Findings of the study: 1. Standards are the basic requirement for the quality education 2. National professional standards for teachers are well established.
Recommendations:
FOR THE GOVERNMENT OF PAKISTAN &POLICY MAKERS: * Equal distribution of physical facilities * Remove the gap of the urban and rural * Provide all basic needs like electricity, internet accessibility
FOR THE EDUCATIONAL ADMINISTRATORS: * Make it the part of annual confidential report:
FOR THE TEACHER EDUCATORS:
FOR THE TEACHERS:
FOR THE PROFESSIONAL DEVELOPMENT INSTITUTES AND ORGANIZATIONS:
Summary:
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(2009). National Professional Standards for Teachers in Pakistan. Islamabad: Policy and Planning wing Ministry of Education , Govt. of Pakistan.
Prospectus. (Session 2012-2013). Associate Degree In Education (ADE) . Sindh, Pakistan: Sindh Teacher Education Development Authority.
Rigsby, L. &. (2003). Teacher Voices Interpreting standards Compromising teachers Autonomy or rasing Expectations and performances. . Retrieved April 4th, 2013, from Education Policy Analyses Archivers: http://epa-asu.edu/epaa/vlln44/
Ross, J. &. (2007). Teacher Self Assessment: A mechanism for Facilitating Professional Growth. Teaching and Teacher Education , 146-159.
Stuhlman, M. P. (2009). Profile of educational Qualityin first grade. Elementry school Journal , 323-342.
Wermke, W. (2012). a Question of Trustworthiness? Teachers ' Perceptions of knowledge sources in the Continuing Professional Development market placein Germany and Sweden . Teaching & Teacher Education , 618-627. yinger, R. &. (2010). Accreditation and Standards in Teacher Education. International Encyclopedia of Education. Teachinh & Teacher education , 495-502.
Appendices -A
Dissertation Research Project
FEASIBILITY OF THE NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS IN PAKISTAN: TEACHER EDUCATORS PERCEPTIONS
Survey For Teacher Educators
Researcher:
DR. Zaira Wahab (Dissertation Director)
Muznah Faheem (M.Phil Scholar)
IQRA UNIVERSITY
Gulshan Campus
Karachi
Please fill the questionnaire given below on the above mentioned topic. The data is used for only research purpose. Confidentiality of the data is our duty
From,
The researcher’ Muznah faheem
DEMOGRAPHIC INFORMATION * Name: (optional) * Designation: * Place of posting : * Salary: * Highest Academic Qualification: 1-M.A 2-M.Sc. 3 -M.Phil 4-Ph.D * Highest Professional Qualification: 1-B.Ed. 2-B.Ed & M.Ed * Gender: 1-Male 2-female * Marital standard: 1-Married 2-unmarried 3-widow * Experience: 0-5, 6-10, 11-15, 16-20, 20 to onwards * Teaching category: Arts, Science, Arts and Science both * Teaching subjects: * Popular teaching Methodology:
The scale varies from 1-not at all agree, 2-dis-agree,
3-moderate, 4-agree & 5-strongly-agree S.No | statements | 01 | 02 | 03 | 04 | 05 | | National Professional Development Standards for teachers: | | | | | | 1. | I am aware of National professional standards for teachers (NPDST) | | | | | | 2. | NPDST are easily applicable in the present scenario | | | | | | 3. | NPDST improves the quality of education | | | | | | 4. | The words, phrases and terms used to develop the standards are appropriate | | | | | | 5. | NPDST are not realistic | | | | | | 6. | The order in which the standards are arranged is not appropriate | | | | | | 7. | The explanation given to each standard is not enough | | | | | | | Teachers’ self assessment: | | | | | | 8. | Through the standards a teacher can best assess my teaching | | | | | | 9. | NPDST prepare the teachers for up coming challenges | | | | | | 10. | The standards provide a guide to improve teaching | | | | | | 11. | The standards can serve as a bases for promotion and increment | | | | | | 12. | The standards cannot serve as a criteria for ACRs | | | | | | 13. | I become anxious when think about professional standards for teachers | | | | | | 14. | Applying the standards in real teaching is the actual challenge | | | | | | 15. | No additional standard is needed to asses the teacher educators performance | | | | | | | Rural and urban teachers: | | | | | | 16. | The standards cannot equally serve the rural area teachers | | | | | | 17. | Rural area teachers feel difficulty in applying standards | | | | | | 18. | The rural teachers need training to make the standards workable | | | | | | 19. | Most of the standards are based on the common understanding of the profession of teaching for urban teachers | | | | | | 20. | Urban Teachers did not need any support to apply these standards | | | | | | | Arts &Science subjects: | | | | | | 21 | The standards can’t be applied for all subjects | | | | | | 22 | Practical subjects teachers can’t perform according to standards | | | | | | 23 | Teachers of all categories can equally be benefitted by these standards | | | | | | 24 | Schools infra structure have no value while applying the standards | | | | | | 25 | Most of the teacher educators are not satisfied with these professional standards for teachers | | | | | | 26 | Nature of subject matter have no place in the application of standards | | | | | | | Gender difference | | | | | | 27 | Gender play a vital role in the application of standards | | | | | | 28 | Males are more reluctant in applying standards | | | | | | 29 | Females are more sensitive in applying standards | | | | | |
Q1: Strengths of the standards are:
Q2: Some draw backs in the standards for professional development of teachers are:
Q3: I Like/Dislike the whole processes of standardization of teaching profession because:
Appendix –B
Interview Key
* Do the standards will serve equally to the urban and rural teacher? * Do the ADE/ B.Ed (Hons) program have the capacity to prepare the prospective teachers to meet the standards? * What is the feasibility of national professional standards for teachers in arts and science subjects? * Do the national professional standards for teachers serve as criteria for teachers’ self assessment? * How gender is affected in the application of national professional standards for teachers?
Appendix –C
Consent form
Appendix-D
Time line of the study
References: * Taxonomy of Educational Objectives: The Classification of Educational Goals; pp. 201–207;B. S. Bloom (Ed.) Susan Fauer Company, Inc. 1956. Crowther, j. (1998). Oxford Advanced Learner Dictionary(ED.). London: Oxford University Press. Delandshere, G., & Arens, A. (July 2001). Representation of teaching and standards based reform:are we closing the debate about teacher Education. Teaching & Teacher Education , 547-566. Lefstein, A. &. (2011). Professional Vision and the Politics of Teacher Learning. Teaching and Teacher Education , 505-514. Lodhi, F. (2000, October ). Performance of a trained teachers in compartive perspective. A Ph.D. Dissertation . karachi: Hamdarad University. (2009). National Professional Standards for Teachers in Pakistan. Islamabad: Policy and Planning wing Ministry of Education , Govt. of Pakistan. Prospectus. (Session 2012-2013). Associate Degree In Education (ADE) . Sindh, Pakistan: Sindh Teacher Education Development Authority. Rigsby, L. &. (2003). Teacher Voices Interpreting standards Compromising teachers Autonomy or rasing Expectations and performances. . Retrieved April 4th, 2013, from Education Policy Analyses Archivers: http://epa-asu.edu/epaa/vlln44/ Ross, J Stuhlman, M. P. (2009). Profile of educational Qualityin first grade. Elementry school Journal , 323-342. Wermke, W. (2012). a Question of Trustworthiness? Teachers ' Perceptions of knowledge sources in the Continuing Professional Development market placein Germany and Sweden . Teaching & Teacher Education , 618-627. yinger, R. &. (2010). Accreditation and Standards in Teacher Education. International Encyclopedia of Education. Teachinh & Teacher education , 495-502.
By
Muznah Faheem
M.Phil (education)
Supervised by
Dr. Zaira Wahab
ABSTRACT-1
Collaboration of Government of Pakistan and USAID give rise to the professional standards for teacher. Ten standards cover almost all angles and parameters of quality teaching. The purpose of this study is to reflect on the feasibility of professional standards for teachers in Pakistan. Four subsidiary areas which the study covers are standards serve as criteria for teachers’ self assessment, equally serve the rural and urban teachers, application in arts and science subjects and gender difference in the application of standards. Mixed method research, the in-depth interviews to find the mind schemas and questionnaire is used to find the frequency of the data. In this survey study, the Sample of 100 teacher educators’ questionnaire on five point likert scale has been analyzed
The study revels that few teachers be able to apply standards for self assessment, major difference in rural and urban realities, application of standards for both science and arts teachers are not possible and there is gender difference in the application of standards. Recommendations have been placed to improve the present scenario.
ABSTRACT-2
Collaboration of Government of Pakistan and USAID give rise to the National professional standards for teacher. Ten standards cover all parameters of quality teaching. The purpose of this study is to reflect on the feasibility of professional standards for teachers.
Mixed method research, the in-depth interviews to find the mind schemas and questionnaire is used to find the frequency of the data. In this survey study, the Sample of 100 teacher educators’ questionnaire on five point likert scale has been analyzed
The study revels that few teachers be able to apply standards for self assessment, major difference in rural and urban realities, application of standards for both science and arts teachers are not possible and there is gender difference in the application of standards. Recommendations have been placed to improve the effectiveness of the NPST.
Major Findings
Some of the major findings of the study are: * few teachers be able to apply standards for self assessment, * major difference in rural and urban realities, * application of standards for both science and arts teachers are not possible and * there is gender difference in the application of standard * The feasibility of National professional standards for teachers is very low/
DEDICATION
I WANT TO DEDICATE MY STUDIES TO
MY HUSBAND AND CHILDREN WHOES
COOPERATION AND APPRECIATION IS
MY REAL INSPIRATION
Acknowledgement
Began with the name of Allah, who is most merciful and beneficent
All glory and praised to almighty Allah who bestowed His blessing upon the researcher and enabled her to accomplish this dissertation. I gratefully acknowledge the love, direction and affection received from my supervisor Pr. Dr. Zaira Wahab. Her valuable suggestions, positive criticism and learned insight during the whole study.
My thankfulness is also due to my class mates whose constant support my help n in progressing my work. The researcher expressed her deepest gratitude and appreciation to the vice chancellor ………of Iqra University and other teaching staff whose teaching enabled me to cope up with this critical situation
The researcher wishes to express her heartiest thanks to all the research participants.
Special thanks for the librarian of Iqra University and librarian of Government College of education Karachi
It is injustice if I didn’t thank to my husband and children whose precious moments I take to fulfill the requirements of my research study.
In short my thank goes to all those who were directly or indirectly involved in my study.
From,
The Researcher
Muznah Faheem
Iqra University Karachi
CERTIFICATE OF APPROVAL
It is certified that Ms. Muznah Faheem has successfully completed her study entitled
“FEASIBILITY OF THE NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS IN PAKISTAN: TEACHER EDUCATORS’ PERCEPTIONS” under my supervision and that this dissertation meets the scholarly standard as set by Iqra University, Karachi, Pakistan
Date:
Pr. Dr. Zaira Wahab
Professor
Iqra University Karachi
able of Content
Abstract………………………………………………..Page#3
List of Abbreviations……………………………………Page#4
Introduction……………………………………………..Page#5
Statement of the Problem………………………………Page#6
Background of the study………………………………Page#7
Purpose of the study…………………………………..Page#9
Research Question……………………………………Page#9
Research Design……………………………………….Page#9
Data collection tool……………………………………Page#10
Data analyses…………………………………………..Page#11
Scope of the study……………………………………Page#12
Limitations of the study……………………………...Page#12
Ethical Considerations………………………………Page#12
References………………………………………………Page#13
List of Figures
List of abbreviations:
ADE: Associate Degree in Education
B.Ed: Bachelor of Education
C.T: Certificate in Education
P.T.C: Primary Teacher Certificate
HEC: Higher Education commission
M.Ed: Master of Education
Pre-STEP: Pre-service teacher education in Pakistan
USAID: United State Agency of International Development.
UNESCO: United Nations Educational, Scientific and Cultural Organization
NPSTP: National Professional Standards for teachers in Pakistan
NEMTS national education management information system
EFA: Dakar Frame work of Action, EDUCATION FOR ALL
FTI: Fast Track initiative
NCHD: national commission for human development
HEC: Higher education commission
NAVTEC: national vocational and technical Education
MOSC & SE: Ministry of social welfare and special Education
Chapter 1
Introduction
Political scenario, as the time when this study is conducted very crucial time, elections are going to happen for national and provincial assembly. It’s the time for nation’s survival whether it gains stability or still move as a unbalanced boat we need sincerity, sense and mental abilities to save ourselves and our nations
The general survey of the roads and lanes of the Karachi city tells us that we need lots and lots effort to bring the quality and real prosperity in our life. Prosperity is not the wealth only it’s more than wealth which gives your soul a sense of pleasures, a sense of satisfaction and a sense of ownership. The heaps and bags of wastage (Kachare) at our door sides tell the whole story of our sensibility and responsibility. Who will come to change this usual practices of our lives the answer is quality education or quality in education
No drought we have education in our society especially in Karachi the rate of education is much more high as compare to other cities of the country but the fact is that we don’t know the value of life without any bomb blasts and terrorism. We don’t know the value of tolerance; we are missing our rules and learning of healthy competitions’.
Elections is going to held in the country, once again people have a power in their hand to select the right person in right time one more mistake may take the whole nation ten years back. Only education is the force who gives them the right to use their right in a right direction.
We can’t see our schools in isolation schools are actually the part of our cultural life they should reflect our beliefs, thoughts, Views and future aspirations. They should modify our young’s into most favorable patterns.
We can’t measure every thing e.g. thoughts, willingness and motivation. Still there is no any instrument which can measure your enthusiasm for teaching. Teaching is a divine profession we can’t measure it accurately. Professional development is evaluated using a combination of teacher reflection, classroom observation, and ongoing assessment of student performance (Doecke. B. 2004)
There is a national pressure on teachers to develop as professionals, increasing both their pedagogical competence and subject matter competencies (National board for Professional teaching standards).
The objective of the study converged teacher educators’ views, thoughts and believes to validate the standards for quality education. As our teacher educators are the first implementers of the standards in the teaching profession.
The rationale of the study is that it is the major interest of the researcher as he is the experienced teacher educators since the last fifteen years and doing personal efforts for improving the quality of teacher education in teacher education institutions. By Introducing creative writing skills and the criteria for writing assignments and tries to apply the APA style of writing in hand writing as well.
The studies will talks about only the feasibility of the national professional standards for teachers in Pakistan
1.1 Background:
Globalization has created an opportunities and challenges for countries all over the world. An education system can’t remain in isolation with these changes and opportunities. The Important products and enablers of globalization are technologies like internet and satellite television. They are important source of education as well potential determinants in order to achieve the national objectives of the education.
Almost all the past education policies talked about the role of education as a tool for social reform and social adjustment and development. But all these policies have not been able to significantly contribute to increase social inclusiveness by encouraging social mobility through education and training. Education system is supposed to ensure the right of an individual to grow in income and status on the basis of his excellence in education. Pakistan education system is among the most deficient and backward in Asia, reflecting the traditional determination of federal ruling elite to preserve its hegemony (country report Pakistan economist intelligence unit the Economist, Nov 2007). The educational policy 2006 recommended the paradigm shift, which requires the objectives of education should be to serve the interest of teachers and students rather then of those who develop policy or implement program. This is a very fundamental shift as it implies changes in all the important parameter of education. While discussing the vision 2030 the policy document of 2007 recommended that our education system must provide quality education to our citizens’ interim of their own potential and contribution to the society. Create the sense of Pakistan nationhood, the concept of tolerance, social justice, and democracy, their regional and local culture with alignment of Islamic republic of Pakistan pg-17
Previously we have the traditional way of professional development the traditional professional development model consist of workshops, seminars, conferences, lectures and other short term courses. In all these activities the person some time involved and some time we just imagine that he is learning. This type of professional development model involves very few people and demands the change in the whole environment which is quite imaginary. While in job embedded model of professional development in which teachers are formed study circles, inquiry group and developed the content related to their context. This type of model become popular in 90’s, the model is emerged from different research studies. The model is not yet common in our Pakistani context. Now the move is towards the way to involve in action research which is the ongoing process of self improvement and professional development could be a part of your job activities.
The over all human development index (HDI) for Pakistan stands at 0.55, which is marginally better than Bangladesh and Nepal but poorer than other countries in the region. As the global competitiveness index (GCI) shows Pakistani’s Performance is weak, on the heath and education related elements of competiveness when compared with its major competitors like India chine Bangladesh, Srilanka and Malaysia
Standards are developed to meet the up coming challenges It is clearly marked on the book let of national professional standards for teachers in Pakistan “step up and share the nation’s vision and become a 21st century teacher” on the back of the same booklet “congratulations! You are on your way to becoming a 21st century teacher!”
Recently the national education management information system (NEMTS) has begun the process of computing indicators, though these indicators are those that have been internationally identified and developed by UNISCO or some of the donor for example cutting international program like Dakar Frame work of Action for EFA and Fast Track initiative (FTI) for EFA , indigenous requirement on a scale have not been assessed.
Movements to reform teacher education are underway in many parts of the world, including Europe, Australia, New Zealand, and the US. These attempts at reform are motivated by various forces, but appear to reflect an international convergence toward uniformity, conformity, and compliance. Our purpose here is to analyze the forces and contradictions that currently shape the education of teachers and the nature of their work in the US article 8
1.2 Purpose:
The purpose of this research study is to investigate the feasibility of national professional standards for teachers in Pakistan, at this premature stage. As the standards have been developed but still there are lot of issues and question related to its application. This research has a focus on teacher educators’ perceptions about these standards as they are the first implementers of the policy regarding standards. we can’t expect change in our educational system without changing the teacher’s training scenario.
Intention of this study is to share the general understanding of the teacher educators about professional standards and analyses of the teacher educators’ perceptions as they make sense of how the standards will affect their practices. so the purpose of this study is to find that the national professional standards for teachers serve as criteria for teachers’ self assessment, the standards equally will serve the rural and urban Teachers equally, national professional standards for teachers have feasibility both in arts and science subjects and that the gender is affected in the application of national professional standards for teachers
1.3 Scope:
The study is limited to the teacher educator’s perceptions who will be the first implementers of the standards in the field of teaching and learning. The study includes only four teacher education colleges out of …………… colleges all over Sindh.
The study can serve the very vast areas, as its findings could be helpful for the educational administrators, organizers and developers. They could develop the professional development courses which would be helpful for teacher educators to change their perceptions of feasibility of national professional standards for teachers in Pakistan. It would be helpful in designing the professional development course for teacher educators
1.4 Justification:
The justification of the study rest on the following points and considerations: A. The results of the study can be helpful to the teachers and teacher educators by providing them the information and critical evaluation of the national professional standards for teachers in Pakistan. B. The study can also prove to be helpful manpower planning. Ths includes the job opportunities and salary status of the teachers. C. The result could help in formulating an educational policy that can provide a good blend of quantity and quality in all levels of education. D. It is a fact that the standards will provide the improved and internationally accepted criteria not only for self assessment but for self improvement. They become capable to face the upcoming challenges of the globalization in education on the other hand they become capable to help other teachers in the said direction. E. It will serve the curriculum developers by providing them in-depth information about the standardization of the whole process of education.
1.5 DEFINITION OF KEYTERMS:
Feasibility:
Able to be done easily and likely, but some people say feasible should not be used to mean “likely”, but this sense in the language for centuries and is generally considered to be acceptable (Oxford English Dictionary 9th edition pg251).
National professional standards for teachers in Pakistan:
“National Professional standards for teachers is a term used to describe the characteristics that teachers are expected to have. The national professional standards for teachers in Pakistan (or NPST ) are statements that explain the characteristics that Pakistan wants to see in highly experienced and committed teachers they are also the goals that Pakistani novice teachers should aspire to reach”(booklet of NPST, pg1).
Teacher educators:
The teachers’ of the teachers, the teaching faculty of training Colleges in Karachi Majority of them are highly qualified having 18 years of education that mean masters degree and B.ED and M.Ed Degree. They are selected and appointed by Sindh Public Service commission directly in grade 17.
Perceptions:
Oxford advanced learner Dictionary (6th ed.) define the word perception in these words, “the ability to see, hear or understand things” (pg 917). It is a fact that perceptions made an action the way in which the person perceive is reflected in the actions performed. Perception can be defined as the process of detecting a stimulus and assigning meaning to it. This meaning is constructed from both physical representations and the existing knowledge of the world. Consider the marks 13. If asked the number you would say thirteen but if asked the alphabet you might say B. So it is actually the way one recognizes that one actually perceives.
Self assessment:
Assessment refers to the measurement and evaluation of ones performance and
Self assessment refers to self evaluation under the defined criteria. Sedikides (1993) suggests that the self-assessment motive will prompt people to seek information to confirm their uncertain self-concept rather than their certain self-concept and at the same time people use self-assessment to enhance their certainty of their own self-knowledge
According to the booklet of NPST-2009 “Self assessment permits to accommodate and change one’s own behavior to attain better performance” (pg2)
Rural and urban teachers:
In this study rural teachers mean who are working in rural area like Thatta, Badin and Mirpurkhas while urban teachers are those who are serving in urban areas of Pakistan like Karachi and Hyderabad city
Arts and science subjects:
The teachers in the school who are teaching arts and literary subjects like social studies, Islamiat and Urdu and English. While science teachers taught science subjects like G.Science, chemistry, Biology and mathematics.
Gender:
It is the sex of the person, which means men or women, either male teacher educators or female teacher educators 1.6 Statement of the problem:
Quantity vs. quality is a topic for hot discussion since the last so many decades. Pluto believes in quality and wants the philosopher king to rule the world while Rousseau and John Dewey works on quantity “education for all”.
Now UNESCO and US-AIDS work and pay Stress on quantity but with quality. The slogan of quality education has been dominated on the education system as it applies on other materialistic things. Quality education is actually a very typical concept it’s not a recipe that you add few more ingredients and make it more delicious but it is a complicated phenomenon. Collaboration and partnership of Government of Pakistan and USAID give rise to the professional standards for teacher in Pakistan. Standards have been developed to enhance the quality in education. Ten standards cover almost all angles and parameters of quality teaching.
History of education in Pakistan proves that the Traditional way of improving the infrastructure or developing few co-curricular activities are not enough for quality education some weight age has also been paid to develop the capacity of educational managers and administrators. But as the time passes it proves that it is also not enough for ensuring the quality and quantity in education. So A part of the ministry of education many other initiatives have also been launched in the recent past by different ministries, organizations, and departments like national commission for human development (NCHD), Higher education commission (HEC), national vocational and technical Education (NAVTEC), Ministry of social welfare and special Education (MOSC & SE), Labour and manpower division to develop the human resource of Pakistan is a bid to meet the emerging challenges. All these programs should co-ordinate in such a way that their impact could be multiplied.
The ten standards are subject method knowledge, human growth and development, Islamic values and ethics, instructional planning and strategies, assessment, learning environment, effective communication and use of Information and communication technologies(ICT), collaboration and partnership, continuous professional development and code of conduct and teaching of English as second or foreign language. The document sounds very good as it has clear explanation of each standard. All the ten standards are interlinked. The focus is on teacher role in class room teaching. The standards didn’t cover the other activities of the teacher. Role of teacher as a counselor, as a community worker or as a administrator or leader. No drought that the standards are developed perfectly. If they are applied on our education system then our education system became more competitive.
Actually the problem lies in the application of the standards. These standards can only be put into practice when the teacher has command over the subject, be perfect in the collection and interpretation of the acquired skills and knowledge. They need high level of intelligence, devotion, practicality and sincerity for the field of teaching as a profession. As we all know that our teachers especially government teachers are weak in their content knowledge as well as pedagogical skills. Even they are more reluctant to put their efforts in education.
Majority of the teachers are from middle class families they have lot of economical and social issues in their life and specially teaching is not their choice but accidently they have adopted the profession. Secondly the relaxing environment of our teaching profession let them to adopt this profession. One of the research studies which talks about the ambition of the teaching profession most of the teachers accepted that this was not their first choice. The questions which the researcher wants to reflect in this research study can be best explained with these quires.
Can the teacher best assess her performance by these standards what challenges she/ he has to face? Can the rubrics attached to the document be applied for self assessment? Here the question which arises is do our teachers used to of self assessment? How the progress or improvement of the teacher be recorded. What will be the role of standards in teacher selection, recruitment, retention and promotion?
Effective communication and use of information technology (ICT) is not possible in the rural area or in the city where almost seven hours load shading is the major issue.
Is the last standard teaching of English as a second or foreign language applicable for all subject teachers like Urdu teacher, Sindhi teacher, drawing teacher and PT teacher?
Some standards are more suitable and applicable at primary level like “standard two human growths and development”.
The present enquiry is an attempt to find out the situation of the teacher educators perceptions about the feasibility of the professional standards for teachers in Pakistan standards
1.7 Research question:
Major question:
Do the national professional standards for teachers are feasible?
Sub questions:
* Do the standards equally serve the rural and urban Teachers? * What is the feasibility of national professional standards for teachers in arts and science subjects? * Do the national professional standards for teachers serve as criteria for teachers’ self assessment?
* How gender is affected in the application of national professional standards for teachers?
1.8 Hypotheses
* Rural and urban teachers are more likely to be different in the context of professional standards for teachers in Pakistan. T-test * Professional standards for teachers are feasible for both arts and science subjects. T-test * National Professional standards for teachers plays significant role in teachers’ self assessment. chi- square * There is a gender difference in the application of Professional standards for teachers. T-Test
Chapter 3
Methodology
3.1 Research design:
The study falls into the third research paradigm which is mixed method research. As the perceptions of the teacher educators could be collected in the form of qualitative data through in-depth interviewing and frequency of occurrence through likert scale.
Multi -methodology or mixed method research is an approach to professional research that combines the collection and analyses of qualitative and quantitative data. Multi-methodology fits well with post modernism. Mixed method research as a third research paradigm can also help bridge the schism between qualitative and quantitative research (Onwuegbuzie & Leech 2004).
To days research world is being increasingly inter disciplinary complex and dynamic therefore many researcher need to complement one method with another and all researcher needs the solid understanding of multiple method used by other scholars to facilitate communication, to promote collaboration and to provide superior research (Burke & Onwuegbuzie, 2004).
So the said study is mixed method research. Considering the population and sample of the study Out of fourteen (14) Elementary colleges and universities all over Sind where the B.Ed, M.Ed or ADE program is going on, have been selected as a sample of the study. The number of the teacher educators included in the study is hundred all over Sindh including rural and urban areas.
3.2 Research context and Population:
The study falls in the context of teacher education all teacher educators from teachers’ training colleges are included as a population of the study.
3.3 Sampling and sampling design:
Definition of simple random sampling:
Simple random sampling method is applied to select the 100 teacher educators. the colleges of the urban area are Government college of education F.B are and Government elementary college of education Hussainabad and Qasimabad. The rural area colleges included in the study are government elementary college of education women Thatta and Government elementary college of education Mirpurkas. The data from the rural area is collected with the teacher educators who were here in Agha Khan University-Institute for Educational development Karachi (AKU-IED) for one of the short course
3.4 Research Instruments:
For this study data generation tools are phenomenological interview, observations of the critical events, document analyses, reflective memos and informal discussions.
Likert scale Questionnaire:
The designed instrument for data collection is a five point likert scale the likert scale is a psychometric scale commonly involved in research that employs questionnaire. It is the most widely used approach to scaling response in research Interviews:
Interviews are an important tool for qualitative data collection. According to Maykut & Morehouse (1994), “an in-depth interviewing is a conversation with a purpose” p.223
Peshkin (1992) argued that, “at the cost of in-depth interviewing is an interest in understanding the experience of other people and the meaning they made of their experience (p.3)”. I will be interested in getting their perception about NPST that how the teacher educators define standards, its effectiveness and nature?
Interviews of dean faculty of education Karachi University, principal government college of education, principal elementary college of education (w) Thatta, and faculty member of AKU-IED have been conducted. Four to six open ended question are the part of interview key (see appendix #3) have been taken in to consideration.
Informal discussions:
Informal discussions are used as one of the strategies for data generation, through this strategy I gathered important information about NPST and its suitability in Pakistani context which is divided into the rural and urban areas.
This information has been used to triangulate the data during the analysis. Overall ten informal discussions carried out with teacher educators and trainee teachers
Observations of critical events:
During the observation my role is of non participant observer. Observations of the critical events have been recorded.
Reflective Memos:
Throughout the study, the researcher has maintained the reflective memos; later on these memos served the purpose of data source. These reflective memos contain researchers own thoughts, ideas, phrases, questions, concerns and decision made during the research study.
The rationale for applying a number of tools for data collection is triangulation of the data to improve the reliability of the data generated.
3.5 limitations:
Some of the limitations of the study are: A. Only four colleges two urban and two rural are included in the study out of 14 colleges all over Sindh where B.Ed. M.Ed. or ADE program have been implemented B. The sample of the study involves only teacher educators, not the prospective teachers and principal and other administrative staff C. Only six leaders of teacher education colleges are chosen as a sample of study for qualitative data collection. D. As we all know that it is difficult to know perceptions of the persons with in the limited frame work of questionnaire and observation. E. A person always chemoflaguae, so it is difficult to find the actual perceptions in such a limited frame of studies. F. As a researcher, I will be the main instrument for data collection, so my position is always very critical.
3.6 Pilot testing: The tailor made questionnaire of 27 items (see appendix #1) was prepared. The initial items for the questionnaire were drawn from the relevant literature in consultation with experts, review of the related literature and judgment of the investigator this process ensure the content validity of the questionnaire. A pilot study was conducted on a small sample of the teacher educators similar to those who were to be included in the final sample the draft questionnaire was tried out on sample in order to refine each item of the questionnaire in respect of wording , meaningfulness and timing. Thus the reliability of the questionnaire was ensured in this process some items of the questionnaire were modified and some of them dropped.
3.7 Procedure:
The questionnaire was personally administered by the investigator to the respondents. Although this procedure was rather time consuming, it did yield a high rate of return and provided an opportunity to the investigator to answer any question of the respondent regarding the questionnaire.
The over all response rate was 93%
In like manner, the interviews were personally conducted by the researcher in a through intensive fashion.
3.8 Plan of Analysis:
I analyzed the data along with the data collection, so that the gaps in information could be filled and linkages could be maintained. Two types of analytical techniques were used. Firstly the qualitative analysis, the constant comparative data analysis procedure for the analysis of the interview protocols was made. After reading the data several themes was identified these themes were then revisited to see the reoccurring patterns and the result is described in narrative form.
The research question and background readings related to the theoretical underpinnings of the national professional standards for teachers served as a reference. The second type of technique used for analysis of questionnaire is quantitative data analysis, which involved both descriptive and inferential statistical procedures. T –test and Chi-Square is applied for testing major hypothesis while item analyses have been done by percentage method
3.9 Ethical considerations:
To follow the ethical considerations I have made lot of reading regarding ethics in research. as all my research participants’ are adult, mature, extremely busy professionals, so I have to be very conscious about ethical considerations.
Voluntary participation: the researcher didn’t pressurize any body to participate or not to participate. Selection of research participants is purely on voluntary basis.
Informed Consent: as all my research participants are adult, mature, extremely busy and scholars so took prior information about their schedule and had taken written permission for interview and other activities. Informed consent form has been used for this purpose.
Risk of harm: the research study hasn’t included any harm or risk factor for the participants.
Confidentiality: of the data and participants have been maintained by using pseudonyms and avoiding quoting information which will be requested not to quote.
Anonymity: anonymity of the teacher educators will be maintained by using pseudo names
Transparency: of the data will be maintained by sharing the research findings and researcher’s interpretation with the research participants through informal conversation.
During the research as a researcher, I recognized the explicit and implicit recommendations which are appearing from the interview, informal talk, observations and responses of the open-ended questions. However these recommendations are not fully proposed by the research participants and not be suggested y the researcher itself , but they have evolved during the study.
Chapter 4
Analyses of the findings
Data have been analyzed along with the data collection so that the gaps in information have been filled and linkages have been maintained. The constant comparative data analyses process has been used.
Interpretation of the data:
Data appears in many forms for example some components are numerical, while other is in the form of transcripts of interviews. Raw data have little meaning, so it is turned into understandable information. Numbers and statistical results by themselves are of little interest and difficult to interpret. A researches’ ability to interpret the data collected in a logically consistent manner without making unwarranted claims or underrating the strength of the findings is an essential skill.
Negative or Deviant Case Analysis
This involves searching for and discussing elements of the data that do not support or appear to contradict patterns or explanations that are emerging from data analysis.
Deviant case analysis is a process for refining an analysis until it can explain or account for a majority of cases.
Analysis of deviant cases may revise, broaden and confirm the patterns emerging from data analysis. Statistics, tables and graphs are used to analyze the quantified data which is collected by applying likert scale.
The findings of the study will be presented in three sections
Section-1: Interview analysis
Section 2: Item analysis
Sectioion3: Testing of major hypothesis
Section -1
Analyses of the interview
Identified themes
Standards in rural and urban perspective: These are the minimum standards. It should be same for all the teachers. If some body is working below this standard he or she should not be an effective teacher. Either the teacher is in rural area or in urban he is a teacher he has to meet certain levels or standards in their teaching below these standards there is no any concept of quality education(interviewed on 30th April 2013 At AKU-IED). “Standards are least requirement of the teaching profession. Now the teaching in the present scenario is not bringing the book in the class dictating the notes and answering few factual or knowledge base questions it is more then that. It has to have included multidimential strategies” (interviewed on 30th April 2013 At AKU-IED).
Application of standards: “The standards talked about only two things that are content you are delivering and the delivery or pedagogy. So it could be effectively applied for all subjects and all levels of education” (interviewed on 30th April 2013 At AKU-IED).
Teachers’ Self assessment:
We have rubrics using these rubrics for self assessment we can easily differentiate between the different categories of teachers. in rural areas teachers will be at minimum level of rubric (interviewed on 30th April 2013 At AKU-IED). Awareness And Implementation Of Standards: Taking about the awareness and implementation of standards one of the expert said “Implementation on the standards of professional development of teacher’s could be started from teacher education. The teacher educators should be aware of these standards and try to include it in their teaching and assessment” (interviewed on 30th April 2013 At AKU-IED).
Teacher educators: “For the assessment of the teacher educators teaching skills we need to add some more points in these standards depending on the qualities required for that and disposition of the job, now there is no exact criteria that who will be the teacher educators what qualification and what experience required for that any body who have masters degree could be a teacher educator” (interviewed on 30th April 2013 At AKU-IED).
Section -2
Item analyses
Section -3
Testing of major hypothesis
Chapter 5
Findings, Recommendations and Summary
Findings of the study: 1. Standards are the basic requirement for the quality education 2. National professional standards for teachers are well established.
Recommendations:
FOR THE GOVERNMENT OF PAKISTAN &POLICY MAKERS: * Equal distribution of physical facilities * Remove the gap of the urban and rural * Provide all basic needs like electricity, internet accessibility
FOR THE EDUCATIONAL ADMINISTRATORS: * Make it the part of annual confidential report:
FOR THE TEACHER EDUCATORS:
FOR THE TEACHERS:
FOR THE PROFESSIONAL DEVELOPMENT INSTITUTES AND ORGANIZATIONS:
Summary:
References
* Taxonomy of Educational Objectives: The Classification of Educational Goals; pp. 201–207;B. S. Bloom (Ed.) Susan Fauer Company, Inc. 1956.
* A Taxonomy for Learning, Teaching, and Assessing — A Revision of Bloom’s Taxonomy of Educational Objectives; Lorin W. Anderson, David R. Krathwohl, Peter W. Airasian, Kathleen A. Cruikshank, Richard E. Mayer, Paul R. Pintrich, James Raths and Merlin C. Wittrock (Eds.) Addison Wesley Longman, Inc. 2001
* “Taxononmy of Educational Objectives. Handbook II: The affective domain; Krathwohl, D. R., Bloom, B. S., Masia, B. B.; 1964.
Chroinin, D. T. (@012). Begining Teacher Stnadards for Physical Education :Promoting the democratic Ideal? Teaching and Teacher Education , 78-88.
Crowther, j. (1998). Oxford Advanced Learner Dictionary(ED.). London: Oxford University Press.
Delandshere, G., & Arens, A. (July 2001). Representation of teaching and standards based reform:are we closing the debate about teacher Education. Teaching & Teacher Education , 547-566.
Lefstein, A. &. (2011). Professional Vision and the Politics of Teacher Learning. Teaching and Teacher Education , 505-514.
Lodhi, F. (2000, October ). Performance of a trained teachers in compartive perspective. A Ph.D. Dissertation . karachi: Hamdarad University.
(2009). National Professional Standards for Teachers in Pakistan. Islamabad: Policy and Planning wing Ministry of Education , Govt. of Pakistan.
Prospectus. (Session 2012-2013). Associate Degree In Education (ADE) . Sindh, Pakistan: Sindh Teacher Education Development Authority.
Rigsby, L. &. (2003). Teacher Voices Interpreting standards Compromising teachers Autonomy or rasing Expectations and performances. . Retrieved April 4th, 2013, from Education Policy Analyses Archivers: http://epa-asu.edu/epaa/vlln44/
Ross, J. &. (2007). Teacher Self Assessment: A mechanism for Facilitating Professional Growth. Teaching and Teacher Education , 146-159.
Stuhlman, M. P. (2009). Profile of educational Qualityin first grade. Elementry school Journal , 323-342.
Wermke, W. (2012). a Question of Trustworthiness? Teachers ' Perceptions of knowledge sources in the Continuing Professional Development market placein Germany and Sweden . Teaching & Teacher Education , 618-627. yinger, R. &. (2010). Accreditation and Standards in Teacher Education. International Encyclopedia of Education. Teachinh & Teacher education , 495-502.
Appendices -A
Dissertation Research Project
FEASIBILITY OF THE NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS IN PAKISTAN: TEACHER EDUCATORS PERCEPTIONS
Survey For Teacher Educators
Researcher:
DR. Zaira Wahab (Dissertation Director)
Muznah Faheem (M.Phil Scholar)
IQRA UNIVERSITY
Gulshan Campus
Karachi
Please fill the questionnaire given below on the above mentioned topic. The data is used for only research purpose. Confidentiality of the data is our duty
From,
The researcher’ Muznah faheem
DEMOGRAPHIC INFORMATION * Name: (optional) * Designation: * Place of posting : * Salary: * Highest Academic Qualification: 1-M.A 2-M.Sc. 3 -M.Phil 4-Ph.D * Highest Professional Qualification: 1-B.Ed. 2-B.Ed & M.Ed * Gender: 1-Male 2-female * Marital standard: 1-Married 2-unmarried 3-widow * Experience: 0-5, 6-10, 11-15, 16-20, 20 to onwards * Teaching category: Arts, Science, Arts and Science both * Teaching subjects: * Popular teaching Methodology:
The scale varies from 1-not at all agree, 2-dis-agree,
3-moderate, 4-agree & 5-strongly-agree S.No | statements | 01 | 02 | 03 | 04 | 05 | | National Professional Development Standards for teachers: | | | | | | 1. | I am aware of National professional standards for teachers (NPDST) | | | | | | 2. | NPDST are easily applicable in the present scenario | | | | | | 3. | NPDST improves the quality of education | | | | | | 4. | The words, phrases and terms used to develop the standards are appropriate | | | | | | 5. | NPDST are not realistic | | | | | | 6. | The order in which the standards are arranged is not appropriate | | | | | | 7. | The explanation given to each standard is not enough | | | | | | | Teachers’ self assessment: | | | | | | 8. | Through the standards a teacher can best assess my teaching | | | | | | 9. | NPDST prepare the teachers for up coming challenges | | | | | | 10. | The standards provide a guide to improve teaching | | | | | | 11. | The standards can serve as a bases for promotion and increment | | | | | | 12. | The standards cannot serve as a criteria for ACRs | | | | | | 13. | I become anxious when think about professional standards for teachers | | | | | | 14. | Applying the standards in real teaching is the actual challenge | | | | | | 15. | No additional standard is needed to asses the teacher educators performance | | | | | | | Rural and urban teachers: | | | | | | 16. | The standards cannot equally serve the rural area teachers | | | | | | 17. | Rural area teachers feel difficulty in applying standards | | | | | | 18. | The rural teachers need training to make the standards workable | | | | | | 19. | Most of the standards are based on the common understanding of the profession of teaching for urban teachers | | | | | | 20. | Urban Teachers did not need any support to apply these standards | | | | | | | Arts &Science subjects: | | | | | | 21 | The standards can’t be applied for all subjects | | | | | | 22 | Practical subjects teachers can’t perform according to standards | | | | | | 23 | Teachers of all categories can equally be benefitted by these standards | | | | | | 24 | Schools infra structure have no value while applying the standards | | | | | | 25 | Most of the teacher educators are not satisfied with these professional standards for teachers | | | | | | 26 | Nature of subject matter have no place in the application of standards | | | | | | | Gender difference | | | | | | 27 | Gender play a vital role in the application of standards | | | | | | 28 | Males are more reluctant in applying standards | | | | | | 29 | Females are more sensitive in applying standards | | | | | |
Q1: Strengths of the standards are:
Q2: Some draw backs in the standards for professional development of teachers are:
Q3: I Like/Dislike the whole processes of standardization of teaching profession because:
Appendix –B
Interview Key
* Do the standards will serve equally to the urban and rural teacher? * Do the ADE/ B.Ed (Hons) program have the capacity to prepare the prospective teachers to meet the standards? * What is the feasibility of national professional standards for teachers in arts and science subjects? * Do the national professional standards for teachers serve as criteria for teachers’ self assessment? * How gender is affected in the application of national professional standards for teachers?
Appendix –C
Consent form
Appendix-D
Time line of the study
References: * Taxonomy of Educational Objectives: The Classification of Educational Goals; pp. 201–207;B. S. Bloom (Ed.) Susan Fauer Company, Inc. 1956. Crowther, j. (1998). Oxford Advanced Learner Dictionary(ED.). London: Oxford University Press. Delandshere, G., & Arens, A. (July 2001). Representation of teaching and standards based reform:are we closing the debate about teacher Education. Teaching & Teacher Education , 547-566. Lefstein, A. &. (2011). Professional Vision and the Politics of Teacher Learning. Teaching and Teacher Education , 505-514. Lodhi, F. (2000, October ). Performance of a trained teachers in compartive perspective. A Ph.D. Dissertation . karachi: Hamdarad University. (2009). National Professional Standards for Teachers in Pakistan. Islamabad: Policy and Planning wing Ministry of Education , Govt. of Pakistan. Prospectus. (Session 2012-2013). Associate Degree In Education (ADE) . Sindh, Pakistan: Sindh Teacher Education Development Authority. Rigsby, L. &. (2003). Teacher Voices Interpreting standards Compromising teachers Autonomy or rasing Expectations and performances. . Retrieved April 4th, 2013, from Education Policy Analyses Archivers: http://epa-asu.edu/epaa/vlln44/ Ross, J Stuhlman, M. P. (2009). Profile of educational Qualityin first grade. Elementry school Journal , 323-342. Wermke, W. (2012). a Question of Trustworthiness? Teachers ' Perceptions of knowledge sources in the Continuing Professional Development market placein Germany and Sweden . Teaching & Teacher Education , 618-627. yinger, R. &. (2010). Accreditation and Standards in Teacher Education. International Encyclopedia of Education. Teachinh & Teacher education , 495-502.
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