ہم آپکو فری اسائنمنٹس دے رہے ہيں براۓ مہربانی ہماری ويب سائٹ کو لائک کريں شکریہ


Home / Education Tutors / AIOU Solved Assignment 1 & 2 Code 8612 Spring 2019
ہم آپکو فری اسائنمنٹس دے رہے ہيں براۓ مہربانی ہماری ويب سائٹ کو لائک کريں شکریہ





AIOU Solved Assignment 1 & 2 Code 8612 Spring 2019

AIOU Solved Assignments 1 & 2 Code 8612 Spring 2019. Solved Assignments code 8612 Professionalismin Teaching 2019. Allama iqbal open university old papers.

Assignment No.1

AUTUMN 2018

Professionalismin Teaching (8612)

Q.1Defineprofession.Whatarethecharacteristicsofprofession?Discussteachingas profession.

CONCEPTOFPROFESSION

AprofessionisavocationrequiringadvancededucationandTraining(Garner,2004).It mayalsobedefinedasalearnedactivitythatinvolvesformaltraining,butwithina broadintellectualcontext(Bell,1973).AccordingtoBoone(2001),professionsare basedon:

“Scientificandphilosophicalfactsacquiredthroughscholarlyendearyour.Individuals whoenteraprofessiondosoforreasonsthatdistinguishthemfromotherworkor vocations.Theyunderstandthattheirworkrendersauniquepublicservicewitha scientificorphilosophicalbasisand/orbodyofknowledgethatrequiresanextended periodofacademicandhands-onpreparation.Professionsarealsobasedon specializedskillsnecessaryfortheprofessionaltoperforminthepublicservice.”

Anumberofcharacteristicsofprofessionsareidentifiedintheexcerpt.

First,professionsarebasedonphilosophyacquiredthroughadvancedtraining.

Second,professionalsrenderuniquepublicserviceswhichrequireextensivetraining.

Third,professionalworkneedsthoroughpreparationbecauseofitsuniquenature.

Fourth,professionsarebasedonspecializedskill,

Fifth,professionalservicesshouldberenderedforthebenefitofthepublic.

TheAustralianCouncilofProfessions(2004),whichdefinedaprofessioninthe followingterms:

 “Aprofessionisadisciplinedgroupofindividualswhoadheretoethicalstandardsand upholdthemselvesto,andareacceptedby,thepublicaspossessingspecialknowledge andskillsinawidelyrecognizedbodyoflearningderivedfromresearch,educationand trainingatahighlevel,andwhoarepreparedtoexercisethisknowledgeandtheseskills intheinterestofothers.Itisinherentinthedefinitionofaprofessionthatacodeof ethicsgovernstheactivitiesofeachprofession.Suchcodesrequirebehaviorand practicebeyondthepersonalmoralobligationsofanindividual.Theydefineand demandhighstandardsofbehaviorinrespecttotheservicesprovidedtothepublicand indealingwithprofessionalcolleagues.Further,thesecodesareenforcedbythe professionandareacknowledgedandacceptedbythecommunity.”

Thisdefinitionidentifiesanumberofimportantcharacteristicsofprofessions.

First,thataprofessionmustbedisciplined.

Second,aprofessionmustadheretocertainethicalstandardswhichareacceptedas bindingonallmembersofthatprofession.Thesestandardsareprescribedinwhatis referredtoasacodeofethics.

Third,membersofaprofessionhavespecialknowledgeandskillsduetotheirwide andspecialtraininginaparticularfield.

Fourth,professionsmustoffertheirservicesforthebenefitoftheentirepublicand notfortheirownpersonalgain.

Fifth,professionalsareexpectedtohavehighstandardsofbehavioratalltimes becauseofthesensitivenatureoftheservicestheyprovidetothepublic.

Sixth,thecodesofconductwhichregulatetheprofessionalsareenforcedagainst themandareacknowledgedevenbythesociety(Juman&Tom,2001).

TEACHINGASPROFESSION

Nowletusbeginwiththequestionofthenatureandoccupationalstatusof teaching.What,roughly,isteaching?Atthemostgeneralleveloflogicalgrammar,it seemsreasonableenoughtoregardteachingasakindofactivityinwhichhuman beingsengage.

Moreover,asalreadynoted,educationappearstobearatherlargerandbroader enterprisetowhichteachingmayormaynotcontribute.Butifteachingisanintentional activity,withwhatpurposedoweengageinit?Theanswer,nonetheworsefor obviousness,isthatthepurposeofteachingistobringaboutlearning;itisasignificant consequenceofthis,ofcourse,thatitisnotpossibletodefineteachingotherthanby referencetolearning.

Furtheritmaybearguedthataconceptionofeffectiveteachingasbasicallyamatterof theacquisitionofbehaviouralskillsisthedominantpoliticalandprofessional educationalparadigmofthepresentday(Bryan,2004).Allelseapart,teachingdoesnot seemtobethesortoftechnicalnotionwhichrequiressophisticatedscientificenquiry tounderstand(like‘quark’or‘photon’).Indeed,itisnotjustthatsuchtermsas‘teaching’ and‘learning’arelearnedatourmother’sknees,butthatthereisarealenoughsensein whichanyone,evenquitesmallchildren,bothcananddoteach.

Thedegreetowhichanykindofresearch-basedknow-howisactuallynecessaryfor effectiveteaching,then,isatleastquestionable,althoughthereisnodoubtsomething tobesaidforsystematicattemptstoimproveourpre-theoreticalpedagogical knowledge.Generally,however,itisarguablethathunchandintuitionplayasgreata partingoodteachingastechnicalrulefollowing,andthatgoodorinspiredteachingmay notbethemosttechnicallyinformedorsystematic.Indeed,onextremeversionsofthis view,itcouldbesuggestedthatatootechnicalapproachtopedagogyleadsonlyto mechanical,uninspiredorlifelessteaching.

Fromthispointofview,itisnotuncommonforteachingtoberegardedasanartmore thanaskilloracraft–atleastinanytechnicalorappliedsciencesensesofthese terms–andtherecanbenodoubtthattherearesignificantthespianordramatic dimensionstoteachingwhichgiveitmorethecharacterofaperformanceartthana technicalskill.

Inthisrespect,goodteachersneed,likeartists,tobringqualitiesofexpression, creativityandimaginativeflairtotheirteaching–qualitieswhicharenotadequately capturedbyanyideaofgraspingcausalgeneralitiesandobservinginvariablerules.

Thus,justasagiftedcomedianisonewhocanpreciselyadjustdeliveryandsubject mattertothemoodoftheaudience,soagoodteacherisonewhoisabletoperceive whatispedagogicallyorinterpersonallysalientinaspecificeducationalcircumstance.

Thisaspectoftheteacher’sartbringsustoatopicweshallneedtorevisit:thatof theparticularityofthecraftskillsoftheteacherandthedifficultyofgeneralizingor codifyingtheskillsofateacherinawaythatwouldrenderthemapplicableacrossthe

widediversityofcircumstancesinwhichteachersmayfindthemselves.Indeed,some recenteducationalphilosophershavefinelyhonedthis‘particularistic’casepreciselyfor thepurposeofresistingeducationaltechniques–theviewthatteachingisakindof science-basedtechnologywhichwouldenableanyonetopracticeit,irrespectiveof personalcharacteristicsorparticularcircumstances.Thus,onthemostbasicconstrual ofteaching,itisarguablethattherearenormativeorevaluativeconstraintson teaching,whicharelesstechnicalandaesthetic,moremoralorethical(Carr,1999).

AIOU Solved Assignment 1 & 2 Code 8612 Autumn 2018

——————-

Q.2Defineprofessionalismanddescribeitscharacteristics?Describeprofessional responsibilitiesofateacher.

PROFESSIONALISM

Everyprofessiondemandssomespecializedskills;inthisconnection,teachingprofession demandspecializedskillsrelatedtopedagogyofteaching.Themethodsofinstructionthat climaxastudent’sinterestandmakethelearningmeaningfulandmemorablearewantedtoo. Dispositionsarealsotheaspectofteacherpreparationthataddresseswhatissightedas professionalism,i.e.Teacherpreparationprogramsacrossthecountryemphasizethreevital elementsintheirprograms.Thoseelementsarepreparingaspiringeducatorstopossessand demonstratetheknowledge,skillsanddispositions.Withoutauniversallyaccepteddefinition thatisaccompaniedbythecharacteristicsorqualitiesvaluedasindicatorsofaprofessional, labelingorstatingthatourteachercandidateshaveattainedthisstatusisquestionable.Within manyteacherpreparationprograms,itisassumedortakenforgrantedthatpre-service teacherswillsimplybecomeprofessionalsasaresultofcompletingtheteachereducation program.Or,perhapsteachereducatorsbelievethatprofessionaldispositionswillbe automaticallyacquiredthroughfieldexperiences.Comprehensivelyspeaking,professionalism andhowitistobeacquiredshouldbeafocusofeveryteachereducationprogram.

CHARACTERISTICSOFPROFESSIONALISM

1.Appearance

Aprofessionalteacherisneatinlook.Itshouldbemadesuretomeetrequirementsofyour school’sdresscode,andspecialattentionshouldbepaidtoappearancewhenmeeting individualsatschool.

2.Conduct

One’sbehaviorshouldbepoliteandwell-spokenwhetheroneisinteractingwithstudents,

superiororco-worker.Oneneedstokeepcalm,evenintensesituation.

3.Reliability

Astheprofessionaleducator,onewillbecountedontofindawaytogetajobdone. Respondingtothepersonspromptlyandfulfillingpromiseontimeisalsoimperative,asthis showsreliability.

4.Competence

Professionalteachersendeavortodevelopintoexpertsoftheirfield,whichsetsthemapart fromtherestofthepack.Thismeanscontinuingeducationbytakingnewcourse,attending seminarandtoattainanyrelatedacademicorprofessionaldegree/qualification.

5.Ethics

Teachersmustadheretoafirmcodeofethics.Ifthereisawrittencode,itshouldbedisplayed allthetimes.

6.MaintainingYourPoise

Aprofessionalteachermustcontinuehisgoodattitudeevenwhenfacingahardsituation.For instance,ifacolleague/teacheratyourschooltreatsyouinaconfrontationalmanner,you shouldnotroutetothesamecategoryofdeeds.

7.PhoneEtiquette

Thephoneetiquetteis,aswell,akeyelementofprofessionalism.Itmeanstointroduceyourself byfullname,institutionanddesignationwhenyoudialaphonecall.Besurenottodominatethe conversationandlistenintentlytotheotherindividual.

8.WrittenCorrespondence

Inwrittencommunication,keepyourcorrespondencebriefandprecise.Yourmannertowrite shouldbegracious,polite,civil,courteous,respectfulandformalwithoutbeing”oppressive.” Thisshouldalsobeappliedtoanemailcorrespondence.

9.OrganizationalSkills

Aprofessionalteachercanswiftlyandeasilylocatewhatiswanted.Yourworkplaceshouldbe tidyandordered,andyourmaterialsshouldcontainonlywhatisneededforyourpresentation.

10.Accountability

Professionaleducatorsareaccountablefortheiractionsatallthetimes.Ifthereisamistake,it mustbeadmittedandtrytofixitifprobable.Don’tattempttoputblameonacoworker.Ifyour

schoolmadeamistake,takeresponsibilityandworktoresolvetheissue.

11.SubjectandPedagogicalKnowledge

Nodoubt,therehasbeenarenewedrecognitionoftheimportanceofteachers’subjectmatter knowledgeforteachingeffectivelyandprofessionally.

PROFESSIONALRESPONSIBILITIESOFATEACHER

Components:

1.ReflectingonTeaching

articulatesanunderstandingoflessons’goalsandobjectives

statesthestrengthsandweaknessesoflessonsbasedondata

analyzesstudents’participationintermsofcontentcomprehension

encouragesparticipationfromdiversestudentpopulations

writesreflectionsaboutlessonsandrefinessubsequentinstruction

acceptsfeedbackandimplementsrecommendations

developswrittenplansforimprovement

2.MaintainingAccurateRecords

recordsandupdatestheresultsofstudents’assignments

collectsinformationaboutstudents’progressinasystematicmanner

analyzesperformanceofstudentswithdiverselearningstyles

maintainsrecordsofnon-instructionalactivities

3.CommunicatingwithFamilies

maintainsconfidentialityinallsituations/settings

communicatespositiveinformationandconcernstoparents/caregivers

engagesfamilymembers/caregiversintheinstructionalprogram

4.WorkinginandContributingtotheSchoolandDistrict

establishesrapportwithmembersofdiversepopulations

seeksassistancefromotherprofessionalsconcerningteachingandlearning

participatesinschool-relatedactivities

5.GrowingandDevelopingProfessionally

participatesinstudentteachingseminarsandotherrequireduniversityevents

attendsallrequiredschoolanddistrictprofessionaldevelopmentprograms

showsevidenceofparticipationinatleastoneprofessionalorganization

integratesinformationfromprofessionalpublicationsintodailyinstruction

articulatesaphilosophyofeducationthatincludescriticalself-reflection

6.ShowingProfessionalism

attendspromptlyandregularly

dressesprofessionallyintheschoolsetting

practicespersonalhygieneandneatgrooming

completesschedules,assignments,andotherpaperworkontime

completesworkinthemannerprescribedbytheuniversityand/ortheschooldistrict

complieswithschoolandclassrules

usesrelevantcodesofethicsfortheteachingprofession

challengesstereotypicalattitudes

ensuresthatallstudentsreceiveanequitableopportunitytosucceed

AIOU Solved Assignment 1 & 2 Autumn 2018  Code 8612

——————–

Q.3Defineprofessionalcodeofconduct.Illustratedifferentkindsofstandardsinteaching profession.

CODEOFPROFESSIONALCONDUCTANDVALUES

ProfessionalCodeforTeachersrepeatsandmakesexplicitthevaluesandstandardsthathave longbeenexperiencedbytheteachersthroughtheiractiveparticipationinthefieldofeducation.

PurposeoftheCode

TheCodeofProfessionalConductforTeachersshouldbeappliedtoallteachers.Itspurposeis threefold:

1.Itfillsinasadirectingcompassasteacherslooktocontrolamoralandconsciouscourse throughtheircareerininstructingandtomaintaintherespectandprideoftheprofessionof teaching.

2.Itmightbeutilizedbytheteachinggroupandthemoreextensiveopentoinformtheir comprehensionanddesiresoftheteachingprofession.

3.IthasavitallegitimatestandupandwillbeutilizedbytheCouncilasasourceofperspective pointinpracticingitsinvestigativeandunderthedisciplinarycapacities.

StructureoftheCode

Whileconsideringthethreepurposessetout,theCodestartsbysettingoutthemoral foundationoftheteachingprofession.ThisisembodiedinthevaluesofRespect,Care,Trust andIntegritythatarereflectedallthroughtheCode.Alltheseimportantvaluesaresupportedby theteacherintheactofhis/herteachingprofession.TheCodeatthatpointsetsoutthe measureswhicharefundamentaltotheactofteachingandexpectedofregisteredteachers. Thestandardsdistinguisheducators’professionalresponsibilitiesandaredefinedthe assertionsundersixseparateheadings:integrityandconduct;righteousness;professional development;collegialityandteamwork.Thestandardsshowtheunpredictabilityanddifferent varietyofteachingandservetoprofessionaljudgmentandpractice.

ProfessionalStandardsofTeachingProfession

Onbehalfofteachingprofession,theTeachingCouncilsetsoutthefollowingstandardsthat applytoallteachersregardlessoftheirposition(Palmer,1998).

1.ProfessionalValuesandRelationships

TheTeachersshould:

Beminding,reasonableandfocusedonthebestadvantagesofthe

students/pupildependedtotheircare,andlookfortheirdevelopment,motivationandpraiseto theirachievements.

Regardandacknowledgetheuniqueness,distinctionandparticularneedsofthe pupils/studentsandimprovetheirall-arounddevelopment.

Befocusedonfairnessandconsiderationandtoregardingandobligingdiversityincluding thosedistinctionsemergingfromsex,civilstatus,familystatus,sexualorientation,religion,age, disability,race,ethnicity,memberoftravelersocietyandfinancialstatus,andanyfurther groundsasmightbereferencedinqualityrelatedlegislationslateron.

Seektocreatepositiverelationshipwithpupil/students,partners,guardians,school administrationandothersintheschoolgroup,thatareconsideredbyprofessionalhonestyand judgment

Worktobuildupandkeepupacultureofsharedtrustandregardintheirschools.

2.ProfessionalIntegrity

TheTeachersshould:

Actwithtrustworthinessanduprightnessinallaspectsoftheirwork

Respecttheprivacyofothersandthesecrecyofgainedinformationoverthespanof professionalpractice,unlessalegalbasicrequiresexposureorthereisalegitimateconcernfor theimprovementofaperson

Representthemselvesasrolemodel,theirprofessionalstatus,capabilitiesandexperience genuinely

UsetheirnameassetoutintheRegisterofTeachers,overthespanoftheirexpertobligations.

Avoidcreatingissuesandproblemsbetweentheirprofessionalworkandprivateinterests whichcouldsensiblybeconsideredtoaffectadverselyonstudents.

3.ProfessionalConduct

TheTeachersshould:

Upholdtherespect,reputationandrequirementsofaprofession

Takeeverysinglesensiblestepinconnectiontothecareofstudentsundertheirwatch,to guaranteetheirsecurityandwelfare

Workunderthepremisesofrulesandregulation

Complywithcommonnationalandschoolstrategies,methodsandruleswhichintendto advancestudents’trainingandwelfareandtheirsafety.

Report,wherefitting,occurrencesormatterswhicheffectonstudentswelfare

Communicatesuccessfullywithstudents/pupils,fellowcolleagues,guardians,school administrationandothersintheschoolgroupinawaythatiswellmannered,supportive,andin lightoftrustandregard

Ensurethatanycorrespondencewithstudents/pupils,partners,guardians,school administrationandothersisfitting,includingcorrespondencebymeansofelectronicmedia,for example,email,messagingandsocialnetworkingsites.

Ensurethattheydon’tpurposelygetto,downloadorgenerallypossesswhileoccupiedwith schoolexercises,impropermaterials/picturesinelectronicorotherformat.

Ensurethattheydon’tintentionallygetto,downloadorgenerallypossess,illicit materials/picturesinelectronicorotherconfiguration

Ensurethattheydon’tpracticewhileaffectedbyanysubstancewhichweakenstheir performancetoteach.

4.ProfessionalPractice

TheTeachersshould:

Maintainproperrequirementsofpracticeinconnectiontostudents/pupilslearning,proper planning,observing,evaluating,reportingandgivingfeedback.

Applytheirinsightandinvolvementinencouragingstudents/pupilsallarounddevelopment.

Planandconveyclear,difficultandachievabledesiresforstudents/pupils.

createasituationwherestudents/pupilscanplayroleasactiveagentsinthelearning procedureandcreatedeeprootedlearningabilities

Developeducating,learningandassessmentproceduresthathelpseparatedlearninginaway thatregardsthedignityofallthestudents/pupils.

Informtheirprofessionaljudgmentandpracticebyconnectingwith,andponderingon students/pupilsimprovement,learningtheories,teachingmethod,educationalprograms,moral practice,teachingstrategyandlegislation.

Inasettingofsharedregard,beopenandreceptivetovaluableinputwithrespecttotheir practiceandlookforproperhelp,encouragementanddirection

Acttothegreatestadvantageofstudents/pupils.

5.ProfessionalDevelopment

TheTeachersshould:

takemoralobligationregardingmanagingandenhancingthenatureoftheirprofessional practiceby:currentlykeepinguptheirprofessionallylearningandcomprehensiontoensureitis reflectingandbasicallyassessingtheirprofessionalpractice,inlightoftheirprofessional knowledgebaseprovidechancesforlifelongprofessionaldevelopment.

6.ProfessionalCollegialityandCollaboration

Theteachersshould:

Workwithfellowcolleaguesandstudentteachersinlightofalegitimateconcernforsharing, creatingandsupportinggreatpracticeandkeepingupthemostastoundingnatureof educationalactivitiesandexperiencesforstudents/pupils.

Workinacooperativewaywithstudents/pupils,guardians/gatekeepers,schooladministration, differentindividualsfromstaff,relevantprofessionalsandthemoreextensiveschoolgroup,as fitting,inlookingtosuccessfullyaddresstheissuesofstudents/pupils.

CooperatewiththeInspectorateoftheDepartmentofEducationandSkillsandotherstatutory andopennon-statutoryeducationalandappropriatesupportservices.

Engagewiththeplanning,executionandassessmentofeducationalprogramsatclassroom andschoollevel.

AIOU Solved Assignment 1 & 2 Code 8612

——————–

Q.4Definereflectivepractice.Alsodescribereflectiveteaching.

REFLECTIVEPRACTICE

Reflectivepracticeistheabilitytoreflectonone’sactionssoastoengageinaprocessof continuouslearning.Accordingtoonedefinitionitinvolves”payingcriticalattentiontothe practicalvaluesandtheorieswhichinformeverydayactions,byexaminingpracticereflectively andreflexively.

A’reflectivepractitioner’issomeonewho,atregularintervals,looksbackattheworktheydo, andtheworkprocess,andconsidershowtheycanimprove.They’reflect’ontheworktheyhave done.Thus,Reflectiveteachingisaprocesswhereteachersthinkovertheirteachingpractices, analyzinghowsomethingwastaughtandhowthepracticemightbeimprovedorchangedfor betterlearningoutcomes.Teacherswhopromotereflectiveclassroomsensurethatstudents arefullyengagedintheprocessofmakingmeaning.Unfortunately,educatorsdon’toftenask studentstoreflectontheirlearning.

Reflectivepracticeiswidelyconsideredtobeanimportantactivityforprofessionaldevelopment. Thereisahugeamountofliteratureexploringanddebatingreflectionandreflectivepracticein

education.Therearesomekeyfeaturesofreflectionthatarewidelyaccepted:

1.Reflectionresultsinlearning–throughchangingideasandyourunderstandingofthe situation

2.Reflectionisanactiveprocessoflearningandismorethanthinkingorthoughtfulaction

3.Reflectioninvolvesproblematizingteachingbyrecognizingthatpracticeisnotwithout dilemmasandissues

4.Reflectionisnotalinearprocess,butacyclicalonewherereflectionleadstothedevelopment ofnewideaswhicharethenusedtoplanthenextstagesoflearning

5.Reflectionencourageslookingatissuesfromdifferentperspectives,whichhelpsyouto understandtheissueandscrutinizeyourownvalues,assumptionsandperspective.

REFLECTIVETEACHING

Teacherscanbedeceivedbywhatisappealing,habitualandpopularwithstudents.Effective teachingisanacquiredtalent.Professionalretreatsofferteacherstheopportunitytodedicate timetothosequalitativestepsthatresultinongoingdevelopment.Thesixstepstobecominga masterteacherinclude:

1.RealizeYourMotivesforTeaching:Animportantexerciseincontinuousexcellenceof teachingisidentifyingpersonswhoinfluencedyoutobecomeateacher.Almosteverybodycan nametwoorthreeteacherswhochangedthepathofhisorherlife.Somefoundprimaryschool teacherswhodiscoveredtheiraptitudeandability.Othersdiscoveredtheirconfidencethrough recognitionoftheirpotentialinaspecificsubject.Bydiscussinganddefiningthequalitiesof thoseexemplaryteacherswhentheywerestudents,professionalsbegintodefinetherootsof theirownteaching.

2.PromoteMoralBehaviorinYourStudentsandYourself:Althoughmanyschoolsofdiscipline exist,ateachercanachieveharmonyintheclassroom,buttherealfocusofstudent managementliesininculcatingmoralbehavior.Reliableresponsestoclassroominteractionsas wellasrationalconsequencesfordisobediencescanbeimprovedthroughfriendlymutual discussion.Thesecannotbefoundinahandbook;butrather,canbecultivatedinseminarsand observanceofotherleadingteachers.

3.CombinebothToleranceandDetermination:Staminaandpatienceareneededforthelong dragofteaching.Thismeansfindingwaystoremainhealthyandablemindedthroughthe stressfuldays.Byconnectingwithotherswhohavediscoveredmethodsofphysicalandmental revitalization,teachershaveabetterchanceofstayingmotivatedaboutteachingregardlessof themanyunavoidableobstaclesduringtheschoolyear.

4.PlanLessonsThatWorks:Allgoodteachingneedsoutstandingplanandreform,beginning

withastrongcoursethatoutlinesthemostimportantconcepts.Withoutaforumforthe continuousre-tailoringoftheircourses,teachersareoftenlefttoworkfromatextbookoron-the -flylessonplans.Spendingtimeinretreatwithotherprofessionalsallowsteacherstolaya strongfoundationforeachcoursetheyteach.

5.PerfectInstructionalPracticesandAssessmentSkills:Thecontinuingprogressof instructionalapproachesandfeedbackskillsarecriticaltoqualityinteaching.Onlythroughthe carefulexaminationofactivitiesandassessmentcanateacherguideallstudentstosucceed. Teachersneedtimewiththeircolleaguesoutsidetheclassroom;thetemporarysuccessof”fun” activitiescanbeahindrancetothedevelopmentofamasterteacher.Bycraftingperformance tasksandassessingthemwiththeirpeersandmentors,teacherscanrefinetheirteaching.

6.ConnectPositivelytotheWhole-SchoolCulture:Overtime,themasterteacherhasthe capacitytoimprovethewhole-schoolculturethroughexcellenceinteaching.Becausemaster teachinghasasitsfoundationthegenerousimpulsetoassiststudentsandcolleagues,the teacherisabletofundamentallyinfluenceotherswithoutgeneratingresentment.Themaster teacherisconsistentlyworkingtobenefittheschool,soheorsheisnotincompetitionwith colleaguesoradministration.

AIOU Solved Assignment Autumn 2018  Code 8612

———————-

Q.5ExplainnationalprofessionalstandardsforteacherdevelopedinPakistan.

NationalProfessionalStandardsforTeachersinPakistan

Theministryofeducationhasdevelopednationalprofessionalstandardsforteachersin2009. Thepurposeofformulatingthisdocumentistoensureprofessionalexcellenceandquality outputinteachingprofession.

BriefOverviewofProfessionalStandardsforInitialPreparationofTeachersinPakistan

Professionalstandardsforinitialpreparationofteachersarecomprisedoftenstandards.Each standardhasthreeparts;knowledge(content),dispositions(behaviour,attitude,andvalues) andperformance(whatteachersdoandshouldbeabletodo).Thetenstandardsaregiven below:

AIOU Solved Assignment 1 & 2 Code 8612 Autumn 2018  

Drop Your Book Code & Get Assignments

comments

About Tanveer

Muhammad Hammad Tanveer graduated from the Virtual University Of Pakistan with a B.S. in Software Engineering and is now a writer for Pcbeducation.com and Education News Daily. His background in EDUCATION TUTORING brings a critical eye to his reviews and features, helping students make the best decisions for their studies.

One comment

  1. this is just 1assignment “” assignment 2″”is missing

Apni Assignments Ka Code Yahan Likhein

%d bloggers like this: