Department Of Education

The Department endeavors to pursue and attain the following aims:

1.To perform a lead role in preparing and updating competent teacher of different levels and strongly committed to the obligations of the teaching profession.

2.To provide state of the art training and education in educational development management and governance to produce dynamic and efficient educational administrators and leaders.

3.To design, test and develop innovative curricula, instructional methods and materials and educational assessment, tests and evaluation techniques in step with the modern advancements.

4.To conduct studies and research on educational theories and practices of different schools of thought, the contemporary issues and problems of education and the challenges and opportunities in the future and to contribute to the expansion of frontiers of knowledge in the field of education.

5.To organize and participate in national and International seminars and conferences in different aspects of education to share experiences and forge academic bonds with the community of educators.

Program Outcomes

The graduates completing their degrees in the field of education are expected to meet International standards as follows:

1.Understand the central concepts, tools of inquiry and structures of the discipline they teach and can create meaningful experiences that make these aspects of subject matter meaningful to the students.

2.Understand how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development.

3.Understand how children differ in their approaches to learning and create instructional opportunities that support that are adapted to diverse-learners.

4.Understand and use a variety of instructional strategies to encourage student development of reading, writing, critical thinking and problem solving skills.

5.Use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

Duration

The program shall comprise eight semesters spread over four calendar years with two semesters (Fall/Spring) a year as per rules of the University of Narowal. Admission Requirements

∙Minimum 50% marks at Intermediate level or equivalent

∙No third division in Matric

∙Equivalence Certificate from IBCC in case of O Level and A-Level

Assessment &Evaluation

Mid-term: 30

Session: 20

Final Exam: 50

Total marks: 100

Program Structure and Distribution of Courses

The program strictly follows the HEC guidelines and specifications for the Bachelors of———–

—. Following are the distribution of total credit hours:

Program Detail

1.Total numbers of Credit hours:

2.Program Duration: 4 years

3.Semester Duration: 16weeks

4.Total Semesters: 8

5.Maximum Course load per Semester: 18 Cr hrs.

6.Maximum Number of courses per semester: 6

ROAD MAP BS (Hons) EDUCATION

List of Compulsory Courses

List of Foundation Courses

List of Specialization Courses

List of Professional Courses

List of Content Courses

List of Practical Courses

DETAIL OF FOUNDATIONAL COURSES

SEMESTER-I

Course Objective:

After completing this course, pre-service teachers/teachers will be able to:

Describe major theories and big themes in how children develop

Compare the characteristics of various developmental stages according to various theorists

Identify factors influencing the learning process

Design different age appropriate teaching methods based on developmental theory

Course Outline:

Overview of Growth and Development as a Holistic Process Psycho-social Models

Behaviorism and Socio-cultural Models Cognitive Models

Factors That Affect the Child: Key Issues and Controversies (3 Big Debates) Approaches to Classroom Development

Introduction to Infant Development Domains of Preschool Child Development Elementary Child Development Cognitive Development

Social Development

Intro and overview of physical development Social & Emotional Development Differences in student learning styles Gardner’s multiple intelligences theory Scaffolding & Different Styles of Learning Emotional & Behavioral Development Moral Development

Classroom Motivation

Recommended Books:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2017). Programming and planning in early childhood settings.

Barratt-Pugh, C., & Rohl, M. (Eds.). (2020). Literacy learning in the early years. Routledge. Keenan, T., Evans, S., & Crowley, K. (2016). An introduction to child development. Sage. Wittmer, D. S., Petersen, S. H., & Puckett, M. B. (2016). The young child: Development from prebirth through age eight. Pearson.

SEMESTER-I

Course Objective:

A personal theory of teaching and learning based on a critical analysis of implicit theories formed as a student and modified/elaborated through reflections prompted by the work done in this course.

An argument paper that presents the pros and cons of teacher-centred and learner-centered teaching methods and states your position as a teacher

Records of structured, reliable classroom observations and conclusions drawn from reflection on these.

Course Outline:

Concept & Planning of Teaching

Features of Teaching

Principals of Teaching

Psychological principles of teaching

Maxims of teaching

Cognitive Domain of Learning

Effective Domain of Learning

Psychomotor Domain of Learning

Characteristics of Effective Teacher

Lower & Higher Order Learning

Direct Instructions

SOLO Taxonomy

Methods of Teaching

Lecture Method

Heuristic Method

Recitation Methods

Activity Method

Demonstration, Drill & Question Answer Method

Project, Discussion & Team Teaching

Micro & Macro Teaching

Lesson Planning & Role of A.V Aids in Teaching

Suggested Books

Boettcher, J. V., and Conrad, R. M. (2016). The online teaching survival guide: Simple and practical pedagogical tips. John Wiley & Sons.

Hayler, M., and Moriarty, J. (Eds.). (2017). Self-narrative and pedagogy: Stories of experience within teaching and learning. Springer.

Herring, M. C., Koehler, M. J., and Mishra, P. (Eds.). (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators. Routledge.

Ledford, J., Lane, J. D., and Barton, E. E. (2019). Methods for teaching in early education: Contexts for inclusive rooms. Routledge.

SEMESTER-I

Course Objective:

At the end of this course the prospective teachers will be able to: To develop the ability to communicate effectively.

To enable the students to read effectively and independently any intermediate level text. To make the experience of learning English more meaningful and enjoyable.

Course Outline:

To understand and use English to express ideas and opinions related to students real life experiences inside and outside the classroom.

To give reasons (substantiating) justify their view. To understand and use signal markers.

To ask and answer relevant questions to seek information, clarification etc. To Identify main idea/topic sentences

Find specific information quickly

Distinguish between relevant and irrelevant information according to purpose for Reading

Recognize and interpret cohesive devices Distinguish between fact and opinion

Guess the meanings of unfamiliar words using context clues Use word formation rules for enhancing vocabulary

Use the dictionary for finding out meanings and use of unfamiliar words Writing Skills

Grammar in Context Tenses; meaning &use Modals

Use of active and passive voice

Suggested Readings

Depraetere, I., and Langford, C. (2019). Advanced English grammar: A linguistic approach. Bloomsbury Publishing.

Hawkins, P. (2018). Introducing phonology (Vol. 7). Routledge.

Siemund, P. (2018). Speech acts and clause types: English in a cross-linguistic context. Oxford University Press.

SEMESTER-I

: (Introduction)سرکوفرتعا

بین،میقو،ئلیعا،یدانفرا:ہیںپہلومختلفکےگیندزنینساا۔ہےتاکرہمافریتاہدوشدرلئےکےننسااکےرودہرحکیمنآقر رواقحقویدبنیا،میتدآماحترا،ننسااماکرا،یتقو،نفستعزکرلےسےننسااتخلیقمیںگیندزیدانفرا۔ہغیرومیاقولاا سمیتتتعلقاستییالرابین،فتثقا،ستسیا،معیشت،تشرمعاعیجتمااتحیا۔ہیںملشارمواےسرود معجاناکےنآقر۔ہےتیکرطہحااکاںجہتومتماناکیگیندزئیہنماریکلیدرواگیرہمہکینآقر۔ہےمحیطپررمواسےبہت ۔گائےجایاھاپڑمیںسرکوساکوتعاضوموملحاکےہمیتائمیادرواعمتنو،

نآقرِئلفضا۔2نآقرظتحفاِونآقرفرتعاِ۔1

نقالفراۃرسو۔3منعالااۃرسو۔2ۃلبقراۃرسو۔1

ضعیف،ہلغیرحسن،تہالذصحیح،عمقطو،عفومر،یبغر،یزعز،رمشہو،ترامتو(یثحدمقسااِ ۔2 یثحدفرتعاِ۔1 )عضوموروا

)ستہحصحا،بعینتاوبہصحاعہد،ﷺینبوعہدِ(یثحدِینوتد۔2 یثحدِہمیتاوتروضر۔1 ممفہووجمہترکایثدحاامنتخب10ئیابتدا ممفہووجمہترکایثدحاامنتخب5پہلیسے5یخرآ ممفہووجمہترکایثدحاامنتخب5یخرآ

منہجینبوکاشخصیتوتسیرِتعمیرروانفسکیہتز۔2 ہمیتاوتروضرکی ﷺلنبیاتسیرِلعہمطا۔1

)ئزکو(ﷺلنبیاتسیروتتعلیماقیخلاا

یعتشرِصدمقا۔2)سقیارواعجماا،سنت،نآقر(فقہخذما۔1 نہزاموکایبتہذمیسلااتھساکےںیبوتہذکیضرحاِعصر۔2 تصیاخصوکییبتہذمیسلاا،ممفہوکایبتہذ۔1

)لیصووکیئنمنٹساا( تاثراکےیبتہذمیسلااپرںیبوتہذلمیعا۔3

)مےنارکاکےناروافرتعاکاںنوائنسدسانمسلما(ئنسساروامسلاا

لصواینبوکےترتجا،دسو،ۃکوٰز،لتودشدگر(ِ منظاشیمعاکامسلاا منظاسیسیاکامسلاا

منظاتیشرمعاکامسلاا

:)Recommended Books( کتبہزمجو

یدودموعلیلاابواسید،نآلقراتفہیم

یہرزلااہشامکرپیر،نآلقراءضیا

شفیعمحمدمفتی،نآلقرافرمعا

SEMESTER-I

Course Objective:

After completing this course, student teachers will be able to:

Describe the interdependence of ecosystems and the organisms within and how changes affect populations and the equilibrium of a system. Relate evolutionary forces to the diversity of ecosystems and of the species within them.

Identify the effects of human activities and naturally occurring changes on ecosystems and the consequences of those changes.

Begin to see the Earth as a system consisting of major interacting components that consistently undergo change. Physical, chemical, and biological processes act within and among them on a wide range of timescales.

Course Outline:

Course overview

Science in personal and social perspective

The nature of science and scientific investigation (observations, inferences)

Teaching of science: reflect upon the way prospective teachers learned science and how they want to teach science when they graduate.

Basic needs of living things

Interdependencies of living things (symbiotic relationships) Ecosystem and Habitats

Population Growth – Survival and Extinction

Teaching Population and Ecosystem in elementary grades Diversity of living things

Systems of classification Adaptations for survival

Evolution and Diversity

Earth – an inhabitable planet Weather and Seasons

Categorizing the world by continents, biomes, vegetation zones, climate zones, etc. Introduction to maps; reading and creating simple data charts

Constant changes on Earth – rock cycle Rivers (erosion / sedimentation) Earthquakes and Volcanoes

Relationship among force, mass, and motion of an object.

Interaction of objects as it relates to force and linear, constant motion. Graphing of motion and basic calculations of speed and average speed.

Suggested Books

DeBoer, G. (2019). A history of ideas in science education. Teachers College Press.

Gilbert, J. K., & Justi, R. (2016). Modelling-based teaching in science education (Vol. 9). Basel, Switzerland: Springer international publishing.

Zatsiorsky, V. M., Kraemer, W. J., & Fry, A. C. (2020). Science and practice of strength training. Human Kinetics.

SEMESTER-II

Course Objective:

After completing this course, prospective teachers will be able to:

Define classroom management as a means to maximizing student learning. Identify key features of a well-managed classroom.

Plan lessons, activities and assignments to maximize student learning. Differentiate instruction according to student needs, interests and levels.

Design and practice predictable classroom routines and structures to minimize disruptions Plan for a culture of caring and community in the classroom

Course Outline:

Why a course on Classroom Management?

How does a teacher’s personal philosophy about teaching and learning affect his or her beliefs about classroom management?

What happens in a well-managed classroom?

Classroom Observations and Data Collection (students spend 6 hours in a classroom including class and out-of-class hours)

What are the features of Classroom Management? (physical environment, social environment) What challenges must teachers negotiate in the management of a classroom?

How do classroom discipline and management differ? What kind of classroom environment do I want?

What do I need to think about in designing the effective classroom environment? Identifying resources for learning

Using displays and visuals for enhancing the learning environment in the classroom

Seating arrangements for different kinds of learning experiences Physical facilities to enhance the learning environment

Building the social environment

Planning, motivation, teaching and assessing the curriculum, Differentiation of instruction, Multi-grade classrooms, Over-crowded classrooms

Routines, Schedules and Time Management in Diverse Classrooms Creating Shared Values and Community

Planning the Classroom Environment, I Would Like

Suggested Readings

Burden, P. (2020). Classroom management: Creating a successful K-12 learning community. John Wiley & Sons.

Jones, V., & Jones, L. (2015). Comprehensive classroom management: Creating communities of support and solving problems, enhanced Pearson eText with updated loose-leaf version— access card package. Pearson.

Porter, L. (2020). A Comprehensive Guide to Classroom Management: Facilitating engagement and learning in schools. Routledge.

Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: Restorative practices for positive classroom management.

SEMESTER-II

Course Objectives

After completing this course, student teachers will be able to:

Describe forms and interactions of energy and matter, including energy transfer and transformations, as they apply to chemical and physical processes with an emphasis on events/phenomena in everyday life.

Be able to understand the purpose of scientific models and tools, and use them appropriately. Examples are the periodic table, classification tables, maps, and models of particle theory and the atom. In addition, be able to demonstrate and teach data collection, recording, and graphing to present conclusions of investigations.

Course Outline

Overview of course content (science and teaching)

Life of scientists and the role of science in society

Nature of science and its application for teaching

Introduction to independent course project, possible topics, and criteria

Energy Transfer, Transformations, and Conservation

Interactions of Energy and Matter

Earth’s Systems Undergoing Constant Change

Solar System and the Universe

Human Body as a System

Suggested Readings

Kalman, C. S. (2017). Successful science and engineering teaching: Theoretical and learning perspectives (Vol. 16). Springer.

Marzano, R. J. (2017). The new art and science of teaching. Bloomington, IN: Solution Tree Press.

Obe, W. H. (2018). The teaching of science in primary schools. routledge.

SEMESTER-II

Course Objectives

To appreciate Urdu as a language

To make learner aware of how to teach Urdu in an interesting and interactive manners To make the content of Urdu language acquisition skills vocabulary, and grammar easily comprehendible for students

To analyze the Urdu teaching skills through micro

Course Outline

SEMESTER-II

Course Objectives

To create awareness among students about Pakistan as an enlightened nation, comparing it with the rationale and endeavors for Pakistan’s creation;

To educate students about key concept in the disciplines comprising Pakistan Studies (history, geography, economics and political science);

To assist students to identify various perspectives on current, persistent and controversial issues Pakistan; identify their own position and be able to support it;

Course Outline

Introduction; The concept of civilization

Skills development

Ideological rationale with reference to important personalities

Factors leading to the birth of a nation

Struggle for Pakistan

Geography of Pakistan

Map Skills

Weather and climate; Factors affecting weather and climate Factors

Environmental problems in Pakistan

Movement and Human environment interactions

Population and its effects on economy

The government of Pakistan

Objective Resolution

The Political and Constitutional Phases

The Political and Constitutional Phases

The 1973 Constitution

Suggested Readings

Brophy, J., Alleman, J., & Halvorsen, A. L. (2016). Powerful social studies for elementary students. Cengage Learning.

Choudhury, G. W. (1969). Constitutional development in Pakistan (Vol. 40). London: Longman. Kazimi.M.R. (2009). A Concise History of Pakistan. Oxford University Press.

Turner, T. N., Russell, W. B., & Waters, S. (2013). Essentials of elementary social studies. Routledge.

SEMESTER-III

Course Objectives

After completing this course, you will be able to:

Explain and defend the claim that professional judgment is the essence of classroom assessment

Explain error in assessment, identify potential sources of error, and describe how teachers can compensate for error in assessment

Create classroom scenarios that illustrate links between instruction, assessment, and learning.

Explain the difference between formative and summative assessments

Course Outline

Overview of Course

Assessment Practices in Pakistan

Comparative Analysis of Assessment Practices

Measurement, Assessment and Evaluation

Types of Assessment

Test & Types of Tests

Mcq’s, Supply Type & Matching Items

Restricted Response & Extended Response

Taxonomies of Educational Objectives

Blooms Taxonomy

Solo Taxonomy

Table of Specification

Self-Practice

Different Testing Agencies

BISE, NEAS

PEAC’s

Norm Reference Test (NRT)

Criterion Reference Test (CRT)

Suggested Readings

Griffin, P. (2017). Assessment for teaching. Cambridge University Press.

Mertler, C. A. (2016). Classroom assessment: A practical guide for educators. Routledge.

Wiliam, D., & Leahy, S. (2016). Embedding formative assessment. Hawker Brownlow Education.

SEMESTER-III

Course Objectives

After completing this course, pre-service teachers/teachers will be able to:

Develop a well-articulated perspective on information and communications technology in education informed by personal experience and critical examination of computer resources, curriculum, and educational practice.

Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

Participate in local and global learning communities to explore creative applications of technology to improve student learning

Course Outline

Introduction to ICTs, Policy and Other Guidelines for Use of ICTs in Education ICT’s Integration into Curriculum and Instruction

Learning through custom-designed/ready-made applications IRI interactive Radio Instructions

Video, animations, movies and television broadcast Learning through Internet (applications, etc.) Learning through Internet /Videos in Education Interactive Games and Puzzles

Enhancing Opportunities for Collaborative Learning

ICTs for Life-long Learning and Teacher Professional Development Evaluating best ICT Tools and Resources.

Suggested Books

Kaur, H., Lechman, E., & Marszk, A. (Eds.). (2017). Catalyzing development through ICT adoption: the developing world experience. Springer.

Unwin, P. T. H., & Unwin, T. (2017). Reclaiming information and communication technologies for development. Oxford University Press.

Voogt, J., Knezek, G., Christensen, R., & Lai, K. W. (Eds.). (2018). Second handbook of information technology in primary and secondary education. Springer.

SEMESTER-III

Course Objectives

After completing this course, pre-service teachers/teachers will be able

To provide basic information about Islamic studies

To enhance understanding of the students regarding teaching methods of Islam

To ensure desirable growth in the personality of students with the help of Islamic studies The following topics will be discussed in the course

Course Outline

Introduction to Teaching of Islamic Studies Islamic Studies as a Subject

Relationship of Islamic Studies with other Subjects Importance of Teaching Methods of Islamic Studies Teaching Methods of Islam

Methods and Quran

Teaching Muhammad (S.A.W.W) as a Teacher

Principles of Teaching and Learning in Islam Islamic Educational System

System

Islamic System of Education

Characteristics of Islamic Educational System Methods of Teaching Islamic Studies Translation Method

Lecture Method Drill Method Discussion Method Role Playing Method Question Answer Method Group Discussion Method Text Book Method

Curriculum of Islamic Studies and Educational Evaluation in the Light of Muslim Educationists Algazali and Education

Ibn -e- Khaldoon and Education

Shah Waliuallah and Education Allama Iqbal and Education Teaching of Islamic History Period of Khlaft-e-Rashida Period of Ummayyads Period of Abbasids

Teaching of Social System of Islam Basic Concepts of Social System of Islam

Elements of Family

Ethical Values of Islam

Political System of Islam

Basic Concepts of Islamic Political System

Basic Institutions of Government in Islam

Teaching of Islamic Culture and Civilization

Basic Concepts of Islamic Culture and Civilization

Characteristics of Islamic Culture and Civilization

Historical Development of Islamic Culture and Civilization

Suggested Readings

Brannon M. (2012). Teaching of Islam: Oxford university press

Mohammed, N. (2013) Methods used by Islamic Education Teachers to Inculcate, Published by Islamic university Malaysia, Institute of Education

Sahin, A. (2013). New directions in Islamic education: Pedagogy and identity formation. Kube Publishing Ltd.

SEMESTER-IV

Course Objectives

The course will focus on ideological, philosophical, psychological, sociological and historical foundation of education.

The major focus will be on developing an understanding of the participants how different philosophical theories affect education.

This course will also be used to develop the ability in prospective teachers to interpret knowledge within its historical, philosophical, ideological, and social contexts which will lead to produce critical perspective on education both within and outside of

Course Outline

The Islamic foundation (objectives) in light of the Quran and the Hadith

The Islamic concept of peace

The interaction of other religions with Islam in an Islamic state The roles and expectations of the teacher

The nature, scope, and function of the philosophy of education The role of educational philosophy

Main philosophical thoughts or schools of thought Idealism in Education

Realism in Education `Pragmatism in Education

Critical philosophical theories in education The functionalist perspectives on education

Structures and Functions of community and schools in Pakistan

Impact of education on Society

Role of education in strengthening Pakistani communities

Meaning of Social Interaction and socialization

Levels of social interaction

Elements of social interaction and Social contacts

Communication

Social attitudes and values

Types of Social Interactions

Accommodation and Assimilation

Role of school and teacher in developing Social Interaction

Main characteristics of culture

Culture and Diversity

Relationships between School and Community

Suggested Readings

Khalifa, M. A. (2018). Culturally responsive school leadership (Vol. 217). Cambridge, MA: Harvard Education Press

Schrag, F. (2016). Thinking in school and society. Routledge.

Zittleman, K., & Sadker, D. M. (2015). Teachers, schools, and society: a brief introduction to education. McGraw-Hill Higher Education.

SEMESTER-IV

Course Objectives

On completing the course, student teachers are expected to:

Have gained a basic understanding of how second/foreign languages are acquired and possess a working knowledge of the following methods/approaches to Second Language Acquisition: grammar-translation, audio-linguicism, the natural approach, communicative language teaching. Be able to teach the four skills of listening, reading, speaking and writing to young learners using an interactive communicative approach.

Be able to design suitable teaching materials which focus on helping learners acquire a basic level of communicative competence.

Course Outline

What do people need to know to speak a foreign language well?

Four influential ESL approaches

The Grammar-Translation method and its limitations

Behaviorism and the Audio-Lingual Method

The Natural Approach

The Interactionist Approach

Practical teaching activities using the Interactionist Approach Criticism of the Interactionist Approach

Implications of the Post-Methods Era

Factors Affecting Second Language Learning: Investigating learner differences and learning styles Communicative Language Teaching (CLT)

Reading and Writing as respective skills Speaking and Writing as Productive Skills Methods of Teaching Grammar Communicatively Methods of Teaching Vocabulary Effectively

Suggested Reading

Goh, C.M. (2007) Teaching Speaking in the Language Classroom. Singapore: SEAMEO- RELC.

Harmer, J. (2001) The Practice of English Language Teaching. Harlow: Pearson Educational.

Hughes, A. (2003) Testing for Language Teachers. Cambridge: CUP.

SEMESTER-IV

Course Objectives

On completing the course, student teachers are expected to:

Deepen their understanding of key mathematical concepts in Pakistan’s 1-8 National Mathematics Curriculum.

Identify and assess areas of youngster’s understanding and misconception to inform their teaching practices.

Acquire the pedagogical skills and competencies required to teach Pakistan’s 1-8 National Mathematics Curriculum.

Describe the nature, history, and development of grade 1-8 mathematics education both in Pakistan and internationally.

Course Outline

Prime & Composite Numbers

Factors & Multiples

Division of Whole Numbers

Greatest Common Factor

Least Common Multiple

Prime Factorization

Operations with Fractions

Fractions-Decimals Percent

Pie Chart

Rates & Linear Functions

System of Linear Equations

Symmetry

Volume & Surface Area

Suggested Readings

Basserear. T, (2017) Mathematics for Elementary School Teachers, Brooks Cole. Derek, H. (2018) Mathematics Explained for Primary Teachers, SAGE Publications. John A. (2015) Elementary and Middle School Mathematics: Teaching Developmentally, Pearson Education.

SEMESTER-IV

Course Objectives

On completing the course, prospective teachers will be able to:

Review/reflect on the nature, methods, key concepts and skills in the disciplines comprising the Social Studies (history, geography, political science, citizenship, anthropology, sociology, economics) and to deepen their understanding regarding their use to educate for informed, responsible and active citizenship

Develop an understanding of current, persistent and controversial issues (global warming, cultural diversity, universality of human rights) and acquire the skills to teach controversial issues in their classrooms

Recognize diversity and differences as assets and learn to evaluate different perspectives and biases

Course Outline

Citizenship and Human Rights Education Key Concepts of Citizenship education

Controversial Issues What, Why and How to teach them

Towards creating a better world—developing citizenship values, skills and dispositions through the teaching of controversial issues

The Evolution of the concept of Human Rights History People, Past Events and Societies Geography People, Place and Environment Global Warming exploring the issue Culture and Diversity

Power, Authority and Governance Production, Distribution and Consumption

Suggested Readings

Anderson, L. H. (2010). Chains. New York: Atheneum Books for Young Readers.

Brophy, J. and Alleman, J. (2006). Powerful social studies for elementary students. Belmont, CA: Thomson Wadsworth.

Bailey, R. (ed) (2000) Teaching Values and Citizenship Across the Curriculum. London: Kogan

Page. Birzea, C. (2000). Education for democratic citizenship: a lifelong learning perspective.

Strasbourg: Council of Europe.

SEMESTER-V

Course Objectives

On completing the course, prospective teachers will be able to:

Recognize Individual Differences in Approaches to Learning

Identify Teaching Methods That Impact Individual Needs

Analyzed Varied Students Abilities and Plan their Teaching

Assess their own Confidence to teach Students with Special Needs

Course Outline

The Nature & Scope of Educational Psychology

Difference Between Psychology & Educational Psychology

Information Processing Model

Role of Learning Theories

Cognitivism

Piaget’s Theory of Learning

Social Learning Theory

Erickson’s Theory of Learning

Behavioral View of Learning

Classical Conditioning

Operant Conditioning

Moral Development

Psychoanalysis

Motivation & Theories if Motivation

Need Hierarchy

Intelligence

Suggested Readings

Corno, L., and Anderman, E. M. (Eds.). (2015). Handbook of educational psychology. Routledge.

Duchesne, S., and McMaugh, A. (2018). Educational psychology for learning and teaching.

Cengage AU

Woolfolk, A., & Margetts, K. (2015). Educational Psychology EBook. P. Ed Australia.

SEMESTER-V

Course Objectives

On completing the course, prospective teachers will be able to:

Understand the concept of curriculum •

Differentiate between different types of curricula •

Gain awareness of curriculum design and development •

Analyze the components of the curriculum and development process •

State the critical issues, problems, and trends in curriculum thinking •

Recognize the role of the teacher as a curriculum planner and developer to meet the challenges and demands of the 21st century

Course Outline

Concept of Curriculum

Scope of Curriculum

Role of Curriculum in Nation Development

Elements of Curriculum

Foundations of Curriculum

Philosophical Foundation

Psychological Foundations

Social Foundations

The Aim of Our Schools & Social Education

Situational Analysis

Analysis of Existing Curriculum

Formulation of Objectives

Selection of Content

Selection of Instructional Strategies

Curriculum Evaluation

Curriculum Design

Principles of Curriculum Design

Need of Curriculum Design

Types of Curriculum

Models of Curriculum Development

Role of Curriculum Models in Curriculum Development

Curriculum Change

Barriers in Curriculum Change

Suggested Readings

Eggleston, J. (Ed.). (2018). School-based curriculum development in Britain: A collection of case studies. Routledge.

Romiszowski, A. J. (2016). Designing instructional systems: Decision making in course planning and curriculum design. Routledge.

Thomas, P. A., Kern, D. E., Hughes, M. T., & Chen, B. Y. (Eds.). (2016). Curriculum development for medical education: a six-step approach. JHU Press.

SEMESTER-V

Course Objectives

On completing the course, prospective teachers will be able to:

Explain the importance of art education and its role in child development

Recognize and appreciate artists, art styles, and artwork

Explain the origins and development of a variety of crafts in Pakistan

Use a variety of tools and materials to make art, crafts, and calligraphy

Explain and apply elements and principles of design

Identify links between art and other school subjects

Assess children’s work in art, crafts, and calligraphy

Course Outline

What are Arts, Crafts and Calligraphy? The role of the teacher in teaching art Influence of the arts in children’s development History and Culture

Islamic Art and Calligraphy (Introduction of art and craft and calligraphy /origin from Persian artist and their calligraphy)

Pakistani Calligraphers ( Anwar Jalal Shimza, Rasheed Butt, Hanif Ramy, Zahoor-ul- Ikhlaq, Arshad, Sadqain, Shakir Ali, Gul gee, Aslam Kamal)

Intro about Realism

Pakistani Artist‘s work in Realism

Abstraction

Origin and History of Abstract art

Elements of Art & Principle of Design

Drawing/ technique of rendering

Still Life

Painting

Suggested Readings

Barnes, R. (2015). Teaching art to young children. Routledge.

Bai, Q. (2020). Fu Shan’s world: the transformation of Chinese calligraphy in the seventeenth

یدودموعلیلاابواسید،نآلقراتفہیم

یہرزلااہشامکرپیر،نآلقراءضیا

شفیعمحمدمفتی،نآلقرافرمعا

SEMESTER-V

Course Objectives

On completing the course, prospective teachers will be able to:

Clarifying the basic, introductory concepts/ ideas about literature and its major genres of fiction and drama

A brief introduction to the history of English literature from Anglo Saxons to the RestorationAge will also be provided.

Course Outline

What is Literature? Aim and Scope of Literature

∙Literature and Society; Literature and Belief; Art for Art’s Sake; Art for Life’s Sake; Apollonian and Dionysian Views; Literature and the Writer’s Personality; Romanticism and Classicism.

•Fiction, its nature and types, forms e.g. short story, novella, novel. Different types of novels e.g. epistolary, picaresque, stream of consciousness, magic realism etc.

∙Development of English novel from the 18th century to the 20th century.

•Drama, its nature and function; different forms e.g. tragedy, comedy, tragic-comedy, one act plays.

∙The origin and development of drama through ages.

Suggested Books

Eaglestone, R. (2017). Doing English: A guide for literature students. Routledge.

Gilmour, R. (2014). The Victorian period: the intellectual and cultural context of English literature, 1830-1890. Routledge.

Sambrook, J. (2014). The Eighteenth Century: The Intellectual and Cultural Context of English Literature 1700-1789. Routledge.

Wilson, R. M. (2019). Early Middle English Literature. Routledge.

SEMESTER-VI

Course Objectives

On completing the course, prospective teachers will be able to:

Examine the social implications of the MDGs and the EFA goals

Identify different issues pertaining to diversity as well as their impact on student learning State the nature and scope of the factors affecting the quality of schooling

Explain how different kinds of schooling affect the quality of schooling Analyze the changing role of the teacher in contemporary society

Critically evaluate the roles of peace, conflict, and education in the development of human society

Course Outline

Globalization

The role of globalization in education

The effects of globalization in the education sector

MDGs: General description and indicators

Implementation of the MDGs

Challenges and further strategies in the local context

EFA: General description and indicators

Implementation of EFA

Challenges and further strategies in the local context

Diversity

The Impact if Diversity on Education

Approaches to addressing diversity issues:

Learning Difficulties

Language

Religion

Gender

Culture

Social & Economic Status

The role of education in addressing issues of diversity

Strategies and examples of diversity-inclusive pedagogy

Introduction to peace education

Societal factors affecting peace in the Pakistani context

Conflicts in Schools

Tolerance

Bullying

Violence

Conflict Resolution at School Level

The impact of peace issues on education

The uses of comparative education What is comparative education?

Comparability as a historical journey (2 sessions) Approaches to comparative education Approaches to comparative education Methods of comparative education Techniques of comparative education

The scope of comparative education

Different disciplines from which comparative education draws ideas

The importance of the sociology and philosophy of education to comparative education. Factors determining a country’s education system

The role of key factors in determining education (religion, finances, and political and global Trends

The role of teachers in appreciating and being critical reviewers of the factors that determine education system

Three pathways to education Masjid

Madrassah

Schools formal system of education Formal, distance & non-formal education Project Presentation

Education theories and practices in the United States

Historical reforms that have guided education in the United States Education theories and practices in Japan

Historical reforms that have guided education in Japan Education theories and practices in Hong Kong Historical reforms that have guided education in Hong Kong

Education systems of the United States, Japan, Hong Kong, and Pakistan: Similarities & Differences

Lessons that can be learned and practices that can be adapted and adopted The education system and practices in Afghanistan

Issues and challenges in the education sectors of Afghanistan and ways of addressing them

The education system and practices in India

Issues and challenges in the education sectors of India and ways of addressing them

The education system and practices in Bangladesh

Issues and challenges in the education sectors of Bangladesh and ways of addressing them

Education systems in Afghanistan, India, Bangladesh, and Pakistan: Similarities & Differences

Lessons that can be learned and practices that can be adapted or adopted In Pakistan

Suggested Readings

Arnove, R. F. (2013). Comparative education: The dialectic of the global and the local. Rowman & Littlefield.

Bickmore, K., Hayhoe, R., Manion, C., Mundy, K., & Read, R. (Eds.). (2017). Comparative and international education: Issues for teachers. Canadian Scholars’ Press.

olmes, B. (2018). Comparative education: Some considerations of method. Routledge. Hans

N. (2013). Comparative Education (RLE Edu A). Routledge.

SEMESTER-VI

Course Objectives

On completing the course, prospective teachers will be able to:

Critically analyze the role of a teacher as a guide in school Differentiate among various guidance services

Identify various qualities of a teacher necessary for a counselling role l discuss The different counselling services that a teacher can provide to students

Demonstrate knowledge of the ethical considerations related to guidance and counselling services.

Course Outline

Introduction to guidance and councelling Types of guidance and councelling Comparison of guidance and counselling Significance of guidance and counselling Ethical consideration in guidance and counselling Qualities of a good counsellor

Principles of guidance and counseling Effective teacher attitude towards teaching

Teacher as a change agent: problems in the classroom for guidance and counseling.

Theories:Erickson,s theory of pscho-social development Carl rogers theory

B.F Skinner

Major areas of guidance Personal guidance Vocational Guidance Educational Guidance

The role of teacher as a counselor in classroom for improving academic performance.

Guidance services: individual inventory service.

Placement service Information Service Part I Information Service Part II Follow Up Service Counseling Service

Counseling: feature and essentials of counselling

Pre training & Inter training attributes of a counsellor Types of counseling: Individual counseling

Group counselling

Techniques of counseling: directive Non directive

Eclectic

Personnel involved in counselling

Skills for the counseling process: problem identification skills Types of problem identification skills.

Skills in implementing intervention Data gathering tools

Test Observation Questionnaire Anecdotal record Checklist Rating scale Case study Projective techniques

Developing an action plan for a school-wide guidance and counselling programme

Planning orientation seminar: Administrative and teaching staff

Planning orientation seminar: Parents and other external stakeholder

Dosier

Suggested Readings

Cohen-Scali, V., Rossier, J., and Nota, L. (Eds.). (2017). New perspectives on career counseling and guidance in Europe: Building careers in changing and diverse societies. Springer.

Hughes, P. M. (2014). Guidance and Counselling in schools: A Response to change. Elsevier.

McMahon, M. (Ed.). (2016). Career counselling: ructivist approaches. Routledge. Sultana, R. G. (Ed.). (2017). Career guidance and livelihood planning across the Mediterranean: Challenging transitions in South Europe and the MENA Region. Springer. Sharf, R. S. (2015). Theories of psychotherapy & counseling: Concepts and cases. Stamford:Cengage Learning.

SEMESTER-VI

SEMESTER-

Course Objectives

: (Introduction)سرکوفرتعا

ئیہنمارمیںگیندزپنیانمسلما۔ہےحسنہۂسوالئےکےںنومسلماکہرمبایثدحااکی ﷺمکرارحضو یدانفراکےننساامیںیثدحاا ۔ہیںتےکرصلحاسےکہرمبایثدحااکی ﷺپآ روا یدانفرا کے ننساا میں سرکو سا ۔ہے دجومو ئیہنمار لئے کے ںؤپہلو ںنوود عیجتماا روا قحقو،تقیاخلاا۔ہےگیاکیاجمعکویثدحاامتعلقسےںؤپہلومختلفکےگیندزعیجتماا گیاکیا بنتخاا کایثدحاا متعلق سے ہغیرو ئدعقا روا تادعبا ،گیندزئلیعا ،دلعباا سا۔ہےگیاکیاپیشبھیفرتعامختصریکاکایثحدمعلوہوعلاکےسا۔ہے کوقخلااکےناروایزسارادرکیکتابلاطوءابلطےعیرذےک ﷺینبویثحدمقصدکاسرکو یثدحاا منےسا کے تلباطاو ءطلبا بعد کے ھنےپڑ کو سرکو سا ۔ہے نابنا بہتر

۔گائےجاہوطمضبوسے ﷺمکرارحضوتعلقکانارواگیئےجاہوضحاوہمیتاکیکہرمبا

:)Course Contents(دامویسیرتد

،عفومر،یبغر ،یزعز ،رمشہو ،حداو خبر ،ترامتو :مقساا روا یفتعر کی یثحد.13

عضومو،ضعیف،حسن،صحیح،عمقطو،فقومو

ہمیتاکییثحد .14 یثحدینوتد .15 فرتعاکاستہحصحا.16

مسلممماا،مسلمصحیح .2 دؤادبوامماا،دؤادبواسنن .3 یمذترمماا،یمذترمعجا .4 جہمابنامماا،جہمابناسنن .5 ئینسامماا،ئینساسنن .6 حنبلبنحمدامماا،حمدامسند .7

SEMESTER-VI

Course Objectives

On completing the course, prospective teachers will be able to:

Introduce students to some current ways in which sounds, words and sentences are analyzed.

Accustom students to thinking about linguistic theory and give them some sense of the ways in which knowledge and understanding develops in this field

Course Outline

Nature of language

Sounds of language

Sounds patterns of language 1

Word and word formation

Morphology

Grammar: phrases and sentences

Syntax: generative grammar

Semantics and pragmatics

Discourse analysis

The Basic Concepts and Principles in ESP

Historical and Theoretical Perspectives on ESP

Programme Design

The Current Issues in ESP Course Design

The World of Work

Conducting Needs Analysis

Evaluation

English for Academic Purposes (ESP)

English for Science and Technology (EST)

Suggested Readings

Basturkmen, H. (Ed.). (2015). English for academic purposes. London: Routledge.

Bruce, I. (2011). Theory and concepts of English for academic purposes. Basingstoke, England: Palgrave Macmillan.

Brown, J. D. (2016). Introducing needs analysis and English for specific purposes. Routledge. Charles, M., & Pecorari, D. (2015). Introducing English for academic purposes. Routledge.. Hyon, S. (2017). Introducing genre and English for specific purposes. Routledge.

Kırkgöz, Y., and Dikilitaş, K. (Eds.). (2018). Key issues in English for specific purposes in higher education (Vol. 11). Springer

SEMESTER-VII

: (Introduction)سرکوفرتعا

فقہ۔ہےفقہمناکانےکرخذامحکااعیشرعملیسےنارواہیںدبنیاکیمسلاایثحدونآقر کاتملامعارواتادعبا۔ہےملتیئیہنمارلئےکےنےراگزگیندزعملیپنیاکوںنومسلمایعےرذکے چند میں ےربا کے زنما پہلو یکا کے تادعبا میں سرکو سا ۔ہے چلتا پتا کہتکںیہاہےملحاکیہمیتایدبنیامیںمسلاازنما۔ہیںگئےکئےملشابابوا

ےس زامن وک تابلاطو ءابلط دصقم اک سروک سا ۔ےہ اید رارق نوتس اک نید وک زامن ےن ﷺ مکرا رحضو اداےسےقیرطرتہبزامنںیمیگدنزیلمعینپاہوہکاتےہانرکہاگآےسلئاسموماکحافلتخمقلعتم

۔ںہوممعلوئلمساومحکاامتعلقسےساںیہنارواںیکسرک

:)Course Contents(دامویسیرتد

لفقہافرتعا.26 ۃرلطہاابکتا.27 لخفیناعلیلمسحاببا،لتیمماببا.28 سنجالااببا،لحیضاببا.29 ناذلابا،ۃلصلوٰابکتا.30 ۃلصلوٰاصفۃببا،ۃلصلوٰاطوشرببا.31

فلالنواببا،ۃلصلوٰافیہاہتکرلتیاتقاولااببا،ئتالفواءقضاببا.32 لسہوادسجوببا.33 یضلمراۃصلوٰببا.34

فرلمسااۃصلوٰببا،ۃوالتلادسجوببا.35 ینلعیداۃصلوٰببا،لجمعہاۃصلوٰببا.36 ءستسقالااۃصلوٰببا،فلکسواۃصلوٰ.37 فلخواۃصلوٰببا،نمضارمقیاببا.38 ئزلجنااببا.39 لشہیداببا.40 لکعبہافیۃلصلوٰاببا.41

:)Recommended Books( کتبہزمجو

یروقدمماا،یروقدمختصر .8

نیغینامربکربیابنعلیلحسنابواممااینلدانہابر،یہالہدا .9

ئت

نیسالكااحمدابندمسعوبنبکربوايلداءعلا ،ئعلصناائعابد.10

حیصلااسفیومحمدنالامو،فقہنساآ .11

SEMESTER-VIII

Course Objectives

On completing the course, prospective teachers will be able to:

Reconceptualize school as a system and recognize teachers’ lead role in its structure and functions at various levels

Identify elements of transformational leadership and how teachers can contribute to the professional development of a school community

Critically analyze communication patterns between different groups within a typical school system and participate in different classroom-based and field based activities to develop their core skills in communication within the school community

Apply their roles within the context of school management to improve student learning outcomes Participate in the decision-making process in school to influence change at the school and community level.

Course Outline

Overview & Introduction of School Management

Role of Leadership in Education

Administration vs Management

Introduction to Management

Functions of Management

Management Theories

Management Theories

Management Theories

Educational Supervision

Role of Supervision in Education

Leadership

Theories & Styles of Leadership

Decision Making & Process

Organizational Communication

Benchmarking

Employee Empowerment

Motivation

Theories of Motivation

Suggested Readings

Bolman, L. G., and Deal, T. E. (2018). Reframing the path to school leadership: A guide for teachers and principals. Corwin Press..

Beare, H., Caldwell, B. J., and Millikan, R. H. (2018). Creating an excellent school: Some new management techniques. Routledge.

Eacott, S. (2015). Educational leadership relationally: A theory and methodology for educational leadership, management and administration. Springer.

Lunenburg, F. C., and Ornstein, A. C. (2017). Educational administration: Concepts and

practices. Belmont, CA: Wadsworth Publishing Company.

Lussier, R. N., and Achua, C. F. (2015). Leadership: Theory, application, & skill development. Nelson Education.

SEMESTER-VIII

Course Objectives

On completing the course, prospective teachers will be able to:

Develop student achievement tests

Comprehend and apply standard-setting techniques

Apply taxonomies of educational objectives in test development and assessment Analyze test items, including item difficulty level and discrimination

Apply basic statistics for reporting test results Convert raw scores into standard scores.

Course Outline

Concept of Testing

Educational Testing

Teacher made vs Standardized Tests

Theories of testing

NRT

CRT

Role of Taxonomies in Test Development

Thematic Description of Bloom’s Taxonomy

Thematic Description of SOLO Taxonomy

Table of Specification

Instructions of Writing MCQ’s

Instructions of Writing Restricted & Extended Response Items

Item Analysis

Reliability & Validity of Tests

Item Difficulty

Item Discrimination

Test Administration

Test Results Interpretation/ Rash Model

Suggested Readings

Alastair, I. (2016). Enhancing learning through formative assessment and feedback. London: Routledge.

Banks, R. S.(2017) Classroom assessment: Issues and practices. Upper Saddle River, NJ: Pearson Education.

Black, P., Harrison, C., Marshell, B., & Wiliam, D. (2017) Assessment for learning: Putting it into practice. Milton Keynes, UK: Open University Press.

SEMESTER-VIII

Course Objectives

On completing the course, prospective teachers will be able to:

Know about the general philosophies

Elaborate and understand General Philosophies

Identify Different Teaching Methods based on these philosophies

Course Outline

Ontology

Epistemology

Axiology

General Philosophies

Idealism

Realism

Pragmatism

Philosophies of Education

Perennialism

Methods of Teaching

Sources of Knowledge

Nature of Reality

Essentialism

Methods of Teaching

Sources of Knowledge

Nature of Reality

Progressivism

Methods of Teaching

Sources of Knowledge

Nature of Reality

Existentialism

Methods of Teaching

Sources of Knowledge

Nature of Reality

Discussion on Adaption of Philosophy in Local Context

Suggested Readings

Mead, G. H., Biesta, G. J., and Trohler, D. (2015). Philosophy of Education. Routledge.

Noddings, N. (2018). Philosophy of education. Routledge.

O’Connor, D. J. (2016). An introduction to the philosophy of education. Routledge.