AIOU Solved Assignment 1 & 2 Code 8612 Autumn 2018

AIOU Solved Assignments 1 & 2 Code 8612 Autumn 2018. 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

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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

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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

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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

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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  

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