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.
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.
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
Mid-term: 30
Session: 20
Final Exam: 50
Total marks: 100
The program strictly follows the HEC guidelines and specifications for the Bachelors of———–
—. Following are the distribution of total credit hours:
Sr. |
Categories |
No. of courses |
Credit hours |
|
1 |
Compulsory Courses |
7+2 |
19+4=23 |
Minor Courses |
2 |
General Courses |
|
|
|
3 |
Foundation |
7 |
21 |
|
4 |
Major Courses |
|
|
Major Courses |
5 |
Elective/ spcialization |
6 |
18 |
|
|
Courses |
|
|
|
|
Content courses |
3 |
09 |
|
|
Practical courses |
4 |
15 |
|
|
Professional courses |
16 |
47 |
|
|
Total |
45 |
133 |
|
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
Course Code |
Course Title |
|
Credit |
|
Hrs. |
||
|
|
|
|
|
Semester-I |
|
|
EDU-101 |
Child Development (Foundational) |
3(3-0) |
|
EDU-102 |
General Methods of Teaching (Foundational) |
3(3-0) |
|
ENG-101 |
Functional English (Compulsory) |
3(3-0) |
|
ISL-101/ETH-101 |
Islamic Studies/ Ethics (Compulsory) |
2(2-0) |
|
|
|
|
|
EDU-103 |
General Science (Content) |
3(3-0) |
|
URD-101 |
Urdu / Regional Language (Content) |
3(3-0) |
|
|
|
|
|
|
Credit Hours |
|
17 |
|
Semester-II |
|
|
EDU-104 |
Classroom Management (Foundation) |
3(3-0) |
|
|
|
|
|
EDU-105 |
Teaching of General Science (Professional) |
3(3-0) |
|
|
|
|
|
EDU-106 |
Teaching of Urdu (Professional) |
3(3-0) |
|
|
|
|
|
ENG-102 |
Communication Skills (Compulsory) |
3(3-0) |
|
|
|
|
|
PKS-101 |
Pakistan Studies (Compulsory) |
2(2-0) |
|
|
|
|
|
CS-107 |
Computer Literacy (Compulsory) |
3(3-0) |
|
|
|
|
|
|
Credit Hours |
|
17 |
|
Semester-III |
|
|
EDU-201 |
Classroom Assessment (Foundation) |
3(3-0) |
|
|
|
|
|
EDU-202 |
Instructional and Communication Technology in Education (ICT) (Professional) |
2(2-0) |
|
|
|
|
|
EDU- 203 |
Methods of Teaching Islamic Studies (Professional) |
3(3-0) |
|
|
|
|
|
ENG-201 |
Writing & Presentation Skill |
3(3-0) |
|
|
|
|
|
MATH-108 |
General Mathematics (Compulsory) |
3(3-0) |
|
|
|
|
|
EDU- 204 |
Teaching Practice- I (Short Term) |
3(3-0) |
|
|
|
|
|
|
Credit Hours |
|
17 |
|
Semester-IV |
|
|
EDU- 205 |
Foundation of Education (Foundation ) |
3(3-0) |
|
|
|
|
|
EDU- 206 |
Society, School, and Teacher (Foundation) |
3(3-0) |
|
|
|
|
|
EDU- 207 |
Teaching of English (Professional) |
3(3-0) |
|
|
|
|
|
EDU- 208 |
Teaching of Mathematics (Professional) |
3(3-0) |
|
|
|
|
|
EDU- 209 |
Teaching of Social Studies (Professional) |
3(3-0) |
|
|
|
|
|
EDU- 210 |
Teaching Practice-II (Short Term) |
3(3-0) |
|
|
|
|
|
|
Credit Hours |
|
18 |
|
Semester-V |
|
|
EDU-301 |
Educational Psychology (Foundation) |
3(3-0) |
|
|
|
|
|
EDU-302 |
Curriculum Development (Foundation) |
3(3-0) |
|
|
|
|
|
EDU-303 |
Art, Crafts and Calligraphy (Content) |
3(3-0) |
|
|
|
|
|
EDU-304 |
Content Course-I (form selected discipline-II) Quran Studies |
3(3-0) |
|
|
|
|
|
EDU-305 |
Content Course-I (form selected discipline-I) English-I |
3(3-0) |
|
|
|
|
|
|
Credit Hours |
15 |
|
|
Semester-VI |
|
|
EDU-306 |
Contemporary Issues and Trends In Education (Professional) |
3(3-0) |
|
EDU-307 |
Comparative Educational (Professional) |
3(3-0) |
|
EDU-308 |
Educational Guidance and Counselling (Professional) |
3(3-0) |
|
EDU-309 |
Educational Research Planning & Report Writing |
3(3-0) |
|
EDU-310 |
Content Course-II (form selected discipline -II) Hadith Studies |
3(3-0) |
|
EDU-311 |
Content Course-II (form selected discipline -I) English Content-II |
3(3-0) |
|
|
|
|
|
|
Credit Hours |
18 |
|
|
Semester-VII |
|
|
EDU-401 |
Pedagogy-I (Methods of teaching related to specialization-I)Teaching of English |
3(3-0) |
|
|
|
|
|
EDU-402 |
Content Course-III (form selected discipline-I) English Content-III |
3(3-0) |
|
|
|
|
|
EDU-403 |
Content Course-III (form selected discipline-II) Fiqh Study |
3(3-0) |
|
|
|
|
|
EDU-404 |
Teaching Practice –III |
(Practical) |
3(3-0) |
|
|
|
|
QURAN-101 |
Quran Translation-I |
|
2(2-0) |
|
|
|
|
|
Credit Hours |
14 |
|
|
Semester-VIII |
|
|
EDU-406 |
School Management (Professional) |
3(3-0) |
|
|
|
|
|
EDU- 407 |
Test Development and Evaluation (Professional) |
3(3-0) |
|
|
|
|
|
EDU- 408 |
Teaching Practice – IV (Long Term) (Practical) |
6(6-0) |
|
|
|
|
|
EDU-421 |
Research Project |
|
3(3-0) |
|
OR |
|
|
EDU-409 |
Philosophy of Education (Professional) |
|
|
|
(will be offered to those students who will not fulfill the criteria of Research Project) |
|
|
|
|
|
|
QURAN-102 |
Quran Translation-II |
|
2(2-0) |
|
|
|
|
|
Credit Hours |
17 |
|
Total Credit Hours in 8 Semesters: |
|
133 |
Course Code |
Course Title |
Credit Hours |
|
|
|
ENG-101 |
English-I (Functional English) |
3(3-0) |
CS-107 |
Computer Literacy |
3(3-0) |
ISL-101/ETH/101 |
Islamic Studies/ Ethics |
2(2-0) |
|
|
|
ENG-102 |
Communication Skills |
3(3-0) |
ENG-201 |
English Writing and Presentation Skills |
3(3-0) |
PKS-101 |
Pakistan Studies |
2(2-0) |
MATH-108 |
General Mathematics |
3(3-0) |
QURAN-101 |
Quran Translation |
2(2-0) |
QURAN-102 |
Quran Translation |
2(2-0) |
Course Code |
Course Title |
Credit Hours |
|
|
|
EDU-101 |
Child Development |
3(3-0) |
EDU-102 |
General Methods of Teaching |
3(3-0) |
EDU-104 |
Classroom Management |
3(3-0) |
EDU-201 |
Classroom Assessment |
3(3-0) |
EDU-301 |
Educational Psychology |
3(3-0) |
EDU-205 |
Foundations of Education |
3(3-0) |
EDU-302 |
Curriculum Development |
3(3-0) |
Course Code |
Course Title |
Credit Hours |
|
EDU-304 |
Content Course-I (form selected discipline-II) Quran Studies |
3(3-0) |
|
EDU-305 |
Content Course-I (form selected discipline-I) English-I |
3(3-0) |
|
EDU-310 |
Content Course-II (form selected discipline -II) Hadith Studies |
3(3-0) |
|
EDU-311 |
Content Course-II (form selected discipline -I) English Content-II |
3(3-0) |
|
EDU-402 |
Content Course-III (form selected discipline-I) English Content-III |
3(3-0) |
|
|
|||
|
|
||
EDU-403 |
Content Course-III (form selected discipline-II) Fiqh Study – I |
3(3-0) |
Course Code |
Course Title |
Credit Hours |
|
|
|
|
|
EDU-203 |
Methods of Teaching Islamic Studies |
3(3-0) |
|
EDU-202 |
Instructional and Communication Technology in Education (ICT) |
2(2-0) |
|
|
|||
|
|
||
EDU-105 |
Teaching of General Science |
3(3-0) |
|
EDU-106 |
Teaching of Urdu |
3(3-0) |
|
EDU-207 |
Teaching of English |
3(3-0) |
|
EDU-208 |
Teaching of Mathematics |
3(3-0) |
|
EDU-209 |
Teaching of Social Studies |
3(3-0) |
|
EDU-306 |
Contemporary Issues and Trends In Education |
3(3-0) |
|
EDU-307 |
Comparative Education |
3(3-0) |
|
EDU-308 |
Educational Guidance & Counselling |
3(3-0) |
|
EDU-401 |
Pedagogy-I (Methods of teaching related to Specialization-I) Teaching of English |
3(3-0) |
|
|
|
|
|
EDU-309 |
Educational Research Planning & Report Writing |
3(3-0) |
|
EDU-406 |
School Management |
3(3-0) |
|
EDU-407 |
Test Development and Evaluation |
3(3-0) |
|
EDU-421 |
Research Project |
3(3-0) |
|
EDU-409 |
Philosophy of Education |
3(3-0) |
Course Code |
Course Title |
Credit Hours |
URD-101 |
Urdu Regional Languages |
3(3-0) |
EDU-103 |
General Science |
3(3-0) |
EDU-303 |
Arts, Crafts & Calligraphy |
3(3-0) |
Course Code |
Course Title |
Credit Hours |
EDU-204 |
Teaching Practice I |
3(3-0) |
EDU-201 |
Teaching Practice II |
3(3-0) |
EDU-404 |
Teaching Practice III |
3(3-0) |
EDU-408 |
Teaching Practice IV |
6(6-0) |
Course Code |
Course Title |
Credit Hrs. |
EDU-101 |
Child Development |
3(3-0) |
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
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
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-102 |
General Methods of Teaching |
3(3-0) |
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.
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
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.
Course Code |
Course Title |
Credit Hrs. |
ENG-101 |
Functional English |
3(3-0) |
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.
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
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.
Course Code |
Course Title |
Credit Hrs. |
ISL-101 |
Islamic Studies/Ethics |
2(2-0) |
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
محکااتیشرمعاوینبوبادآ۔3 |
تالحجراۃرسو۔2 |
باحزلااۃرسو۔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
یدودموعلیلاابواسید،نآلقراتفہیم
یہرزلااہشامکرپیر،نآلقراءضیا
شفیعمحمدمفتی،نآلقرافرمعا
Course Code |
Course Title |
Credit Hrs. |
EDU-103 |
General Science |
3(3-0) |
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 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.
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-104 |
Classroom Management |
3(3-0) |
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
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
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-105 |
Teaching of general Science |
3(3-0) |
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.
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
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-106 |
Teaching of Urdu |
3(3-0) |
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
تیںرمہاکیسیکھنےنیباز .1 ہمیتاویفتعرکینباز .1.1
تصیاخصوکینباز .1.2
یخرتاوممفہوکانبازودرا .1.3
سمجھنا،لکھنا،سننا،لنابو،تیںرمہاکیسیکھنےنباز .1.4
ہمیتاکیسمجھنارواسننامیںودرایسرتد .2
لحوماکاعتجماہکمرروانبازودرا .2.1
ںیاراشودمتعلقسےعتسما .2.2
یزوتجامیںترمہاکیسمجھنےرواسننے .2.3
ںمیاگرسر .2.4
ہمیتاوحیتصلاکیلنےبومیںودرایسرتد .3 ترمہاکیلنےبو .3.1
جرامدکےلنےبو .3.2
مقسااکیںمیوگرسرکیلنےبو .3.3
ںمیاگرسرمستعملمعاچند .3.4
ہمیتاکیھنےپڑمیںودرایسرتد .4
ترمہاکیھنےپڑ .4.1
یقےطریدبنیاکےھنےپڑ .4.2
یزوتجارواںیاراشودمیںعملکےھنےپڑسترد .4.3
ںمیاگرسر .4.4
ہمیتاکییرتحرمیںودرایسرتد .5
لزمناکےیرتحر .5.1
مقسااکییرتحر .5.2
یرنگاءنشااروایسینوشخو .5.3
ںمیاگرسر .5.4
نبیاکائمراگرودرا .6
تیںرصومختلفکیسارواختساکیتہجیفوحر .6.1
کلمہیالفظ .6.2
عداقوعلم .6.3
فوحریقمررواشمسی .6.4
نثرونظمیسرتد .7
مقسااکیبداودرا .7.1
زمتیاایدبنیاکانثرونظم .7.2
یقےطرکےنظمیسرتد .7.3
تمااقدارواصدمقاکےنثریسرتد .7.4
یسرتدئےہایقہطر .8
میتھڈللینگویوڈآ .8.1
یقہطریثحمبا .8.2
یمزسمپو .8.3
یقہطرکاباجوولاسو .8.4
زرسیمینا .8.5
یقہطرحتیسیا .8.6
لستعمااکانامیںودرایسرتدروائلساووئعارذیسرتد .9
نیٹنٹرا/ٹرکمپو .9.1
یویڈویوڈآ .9.2
تجالہاحوکتب .9.3
لعہلمطااراد .9.4
نلزجرچیسرر .9.5
جیکٹروپرہیڈرووا .9.6
لغتفرتعا .10
ہرشاایقبس .11
نچجا،تخمینہ .12
رہولازپبلشررقطا،ودرایسرتد
رہولانیارفاتعامطبوہارداتعلیمسکیاروانبازودرا چیاکرمیکیڈایتکفایقےطریسیرتدسکےارواودرا
کیشنیجوافآسٹیرنیویویڈابیبنصایدجدودرایسرتد
Course Code |
Course Title |
Credit Hrs. |
PKS-101 |
Pakistan Studies |
2(2-0) |
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;
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
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-201 |
Classroom Assessment |
3(3-0) |
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
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)
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-202 |
ICT in Education |
2(2-0) |
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
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.
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-203 |
Methods of Teaching Islamic Studies |
3(3-0) |
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
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
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-205 |
Foundations of Education |
3(3-0) |
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
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
The conflict perspectives on education
The interactionist perspectives on education The behavioral Perspective in Education The constructivist Perspective in Education The social cognitivist perspective on education The humanist perspective on education
Instruction, learning process, and assessment strategies in light of the psychological perspective
The education system before the British invasion of the subcontinent Darul Uloom Deoband
Darul Uloom Nadwat-ul-Ulma Mohammedan Anglo Oriental College
Pakistan’s education system (in light of education policies)
The state of elementary education
The state of secondary education
The state of tertiary education and the role of the HEC
The influence of the 18th amendment on education and thereafter
McLaren, P. (2015). Life in schools: An introduction to critical pedagogy in the foundations of education. Routledge.
Ornstein, A. C., Levine, D. U., Gutek, G., and Vocke, D. E. (2016). Foundations of education. Nelson Education
Sadovnik, A. R., Cookson Jr, P. W., Semel, S. F., and Coughlan, R. W. (2017). Exploring education: An introduction to the foundations of education. Routledge.
Course Code |
Course Title |
Credit Hrs. |
EDU-206 |
Society, School & Teacher |
3(3-0) |
Prospective teachers will be able to:
Analyze and describe relationships between teachers, the school and the families and community that support the school.
Identify how the teacher’s role is influenced by social and cultural factors that affect education in schools and their communities.
Recognize and value diverse cultural, traditional and religious values and learning needs of their students in school as well as in their community.
Introduction and overview of the course Introduction of society, community and 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
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-207 |
Teaching of English |
3(3-0) |
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.
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
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-208 |
Teaching of Mathematics |
3(3-0) |
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.
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-209 |
Teaching of Social Studies |
3(3-0) |
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
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
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-301 |
Educational Psychology |
3(3-0) |
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
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-302 |
Curriculum Development |
3(3-0) |
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
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
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-303 |
Art, Craft and Calligraphy |
3(3-0) |
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
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
Barnes, R. (2015). Teaching art to young children. Routledge.
Bai, Q. (2020). Fu Shan’s world: the transformation of Chinese calligraphy in the seventeenth
century. Brill.
LaPlantz, S. (2016). The art and craft of handmade books. Courier Dover Publications.
Course Code |
Course Title |
Credit Hrs. |
EDU-304 |
Content Course I (from selected discipline-II) Quran Studies |
3(3-0) |
بین،میقو،ئلیعا،یدانفرا:ہیںپہلومختلفکےگیندزنینساا۔ہےتاکرہمافریتاہدوشدرلئےکےننسااکےرودہرحکیمنآقر رواقحقویدبنیا،میتدآماحترا،ننسااماکرا،یتقو،نفستعزکرلےسےننسااتخلیقمیںگیندزیدانفرا۔ہغیرومیاقولاا سمیتتتعلقاستییالرابین،فتثقا،ستسیا،معیشت،تشرمعاعیجتمااتحیا۔ہیںملشارمواےسرود معجاناکےنآقر۔ہےتیکرطہحااکاںجہتومتماناکیگیندزئیہنماریکلیدرواگیرہمہکینآقر۔ہےمحیطپررمواسےبہت ۔گائےجایاھاپڑمیںسرکوساکوتعاضوموملحاکےہمیتائمیادرواعمتنو،
یمکرنآقرفرتعا .1 تفسیرعلمفرتعا .2 مقسااکیتفسیر .3
)بعینتالاقوا،بہصحالاقوا،یثحد،نآقر(خذمآکےنآقرتفسیر .4 فرتعاکاۃلبقراۃرسو .5 یحتشروجمہترکا)40تا21نمبرعکور(تعاکوربیسیخرآکےۃلبقراۃرسو .6
ءیلاا،میسروخمر،ماحرولحلا،یتدوصقصا:تعاضومومتعلقہسےتعاکوربیسیخرآکےۃلبقراۃرسو .7 ضقر،دجہا،دسو،للہاسبیلفیقنفاا،مہرحق،عتضار،تعدوخلع،قطلاو
فرتعاکارلنواۃرسو .8 یحتشروجمہترکا)مکمل(رلنواۃرسو .9
،خمرحد،بہاحرحد،قہسرحد،فقذحد،ءنازحد،للہادوحد:تعاضومومتعلقسےرلنواۃرسو .10
ئی یسیئیواپررواناذسات ،تمامحر،تماحکااکےےدپر،رتصومیسلااکاغبلاا،نلعا
نیکیلاحمنلراعبدنالامو،نآلقراتیسیر .11
یدودموعلیلاابواسید،نآلقراتفہیم
یہرزلااہشامکرپیر،نآلقراءضیا
شفیعمحمدمفتی،نآلقرافرمعا
Course Code |
Course Title |
Credit Hrs. |
EDU-305 |
Content Course I((from selected discipline-I) English content -I |
3(3-0) |
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.
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.
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-306 |
Contemporary Trends and Issues in Education |
3(3-0) |
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
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
Peace education: A strategy for conflict resolution
Projects on selected conflicts
Presentation of the projects
The relationship between school and society
Schools as social agents and social critics
The need for schools to create active citizens
The role of schools in producing workers and professionals
The role of schools in imparting democratic education
The importance of character education and skills development
Factors affecting the quality of schooling
Issues faced by schools
The various roles of a teacher
The teacher’s responsibility to value all learners
Teachers as world change agents
External issues affecting teachers’ performance
Interpersonal and social issues in education
Internal issues affecting teachers’ performance
Teachers’ strategies to tackle the issue
Altbach, P. G., Reisberg, L., and Rumbley, L. E. (2019). Trends in global higher education: Tracking an academic revolution. Brill.
Gupta, S. D., Ghosh, N., and Banerjee, A. (2015). Wave optics: Basic concepts and contemporary trends. CRC Press.
Nelson, J. L., Palonsky, S. B.,and McCarthy, M. R. (2017). Critical issues in education: Dialogues and dialectics. Waveland Press and dialectics. Waveland Press.
Sartin, L., Kimsey, M., Borck, P., Grant, R., Shikwambi, S., Brooks, L., and Owens, S. (2018). Exploring Critical and Contemporary Issues in Education (MGA
Course Code |
Course Title |
Credit Hrs. |
EDU-307 |
Comparative Education |
3(3-0) |
On completing the course, prospective teachers will be able to:
Explain comparative education
Identify educational comparative approaches and methods
Identify the similarities and differences, as well as the strengths and weaknesses, of education systems within Pakistan
Compare and contrast the educational systems of selected countries Draw lessons from various systems of education for an informed practice.
The purposes of comparative 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
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-308 |
Educational Guidance and Counseling |
3(3-0) |
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.
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
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-309
Educational Research Planning and Report Writing
3(3-0)
On completing the course, prospective teachers will be able to:
Describe the concept of educational research
Identify different models and approaches of action research
Identify research problems and develop research questions
Develop a research proposal.
The nature of inquiry and research
Research and Educational Research
Scientific Method
Principles of Research
Different research methods in education
Quantitative & Qualitative
Action Research
Action Research
Case Study
Ethnography
Narrative
Survey
Experimental`
Mixed Method
Research tools
Sampling
Types of Sampling
Research Process
Rating Scales and Different Types
Types of Data
Validity & Reliability of Research Instruments
Research Proposal
Parts of Research Proposal
Developing a complete Research Proposal
Creswell, J. W. (2016). Educational research: Planning, conducting and evaluating quantitative
and qualitative research. Boston: Pearson Education.
Gay, L. R. (2018). Educational research: Competencies for analysis and application. London: Pearson Longman Publishing.
Tracy, S. J. (2019). Qualitative research methods: Collecting evidence, crafting analysis, municating impact. John Wiley & Sons.
Woo, S. E., O’Boyle, E. H., and Spector, P. E. (2017). Best practices in developing, conducting, and evaluating inductive research
Course Code |
Course Title |
Credit Hrs. |
EDU-310 |
Content Course II (From selected discipline-II) Hadith Studies |
3(3-0) |
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
،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
)6 ،5( یثدحاا ،متمذ کی تکبر )4 ،3( یثدحاا ،رتصو میسلاا کا تخوا )2 ،1( یثدحاا.17 سےنیگمابدروا کھنارظنحسن )10،9(یثدحاا ،یرادنتیاد)8،7(یثدحاا،یرنکسااو یجزعا
بچنا
،17(یثدحاا،رگزردوعفو)16،15(یثدحاا،صبر)14،13(یثدحاا،شکر)12،11(یثدحاا.18 نعتمماکیغیبت)20،19(یثدحاا،نحساا)18
،ماحتراوتعز)24،23(یثدحاا،متمذکیٹجھورواغیبترکیئیسچا)22،21(یثدحاا.19 ،متمذ کی شیاتر مالزا روا تہمت ،نبہتا )28 ،27( یثدحاا ،متمذ کی حسد )26 ،25( یثدحاا
نیتنسااماحترا)30،29(یثدحاا
،لحلا کسب )36 ،35( یثدحاا ،فضیلت کی علم )34 ،33( یثدحاا ،کرذ )32 ،31( یثدحاا.20 بچناسےئیحیابےرواناپنااکوءحیا)38،37(یثدحاا
خلقمتخد)46تا39(یثدحاا.21 )50 ،49( یثدحاا ،یراداور روا ئشگنجا کی تفاختلاا عیوفر میں یند )48 ،47( یثدحاا.22 حسن سے ینلداو )54 ،53( یثدحاا ،متمذ کی ظلم )52 ،51( یثدحاا ،فنصااو لعد
حمیرصلہ)56،55(یثدحاا،کسلو
ےزور)62،61(یثدحاا،ہمیتاکیزنما)60،59(یثدحاا،قحقوکےںیوہمسا)58،57(یثدحاا.23 حج)66،65(یثدحاا،تقاصدوۃکوٰز)64،63(یثدحاا،فضیلتکی
یثدحاا ،بہتوسے ںہوگنا)70،69( یثدحاا ،فضیلت کی مجید نآقر )68،67(یثدحاا.24 کلتو)76،75(یثدحاا،یتقو)74،73(یثدحاا،فضیلتوہمیتاکیءعاد)72،71(
،85(یثدحاا ،نعمتیںکیجنت)84تا79(یثدحاا ،حقیقتکیگیندزیونیاد)78،77(یثدحاا.25 لاحواکےجہنم)86
یربخامماا،یربخاصحیح .1
مسلممماا،مسلمصحیح .2 دؤادبوامماا،دؤادبواسنن .3 یمذترمماا،یمذترمعجا .4 جہمابنامماا،جہمابناسنن .5 ئینسامماا،ئینساسنن .6 حنبلبنحمدامماا،حمدامسند .7
SEMESTER-VI
Course Code |
Course Title |
Credit Hrs. |
EDU-311 |
Content Course II (From selected discipline-I) English content II |
3(3-0) |
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
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
Language and machines
Language and the brain
Language acquisition
Language, society and culture
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.
Yule, G. (2020). The study of language. Cambridge university press. Akmajian, A., Farmer, A. K., Bickmore, L., Demers, R. A., & Harnish, R. M. (2017). Linguistics: An introduction to language and communication. MIT press.
Course |
Course Title |
Credit |
|
Code |
Hrs. |
||
|
|||
EDU-402 |
Content Course III(from selected discipline –I) (English for Specific Purposes/ESP) |
3(3-0) |
|
|
|
|
|
|
|
|
On completing the course, prospective teachers will be able to:
Develop an understanding of the major issues of concern for ESP practitioners. Become aware of the methods currently practiced in the teaching of ESP.
Be able to conduct needs analysis of the students they are designing the syllabus for.
Be able to adapt or create authentic ESP material in a chosen professional or occupational area.
Introduction to ESP
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)
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
Course Code |
Course Title |
Credit Hrs. |
EDU-403 |
Content Course III (From selected Discipline-II) Fiqh Studies |
3(3-0) |
|
|
|
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
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
یروقدمماا،یروقدمختصر .8
نیغینامربکربیابنعلیلحسنابواممااینلدانہابر،یہالہدا .9
ئت
نیسالكااحمدابندمسعوبنبکربوايلداءعلا ،ئعلصناائعابد.10
حیصلااسفیومحمدنالامو،فقہنساآ .11
Course Code |
Course Title |
Credit Hrs. |
EDU-406 |
School Management |
3(3-0) |
|
|
|
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.
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
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-407 |
Test Development |
3(3-0) |
|
|
|
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
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.
Course Code |
Course Title |
Credit Hrs. |
EDU-409 |
Philosophical Foundations of Education |
3(3-0) |
|
|
|
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
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
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.