Initiating Research in Teacher Development
Anjum Wasim Dar
July 06, 2005
Working in the field of Teacher Training as an EFL teacher I wish to put forth my views in this paper on ‘Teacher Autonomy and its related aspects’ which I feel need special attention not only nationally but globally.
First the introduction, "Teacher autonomy" is a precondition for learner autonomy (Little 1995), and "Learner autonomy" can be described as "the ability to take control of one's own learning in order to maximize its full potential."
Teacher autonomy was identified as a major emerging concern at the 1999 AILA Scientific Commission on Learner Autonomy Symposium in Tokyo (cf Dam 2002) ‘and in relation to learners the teacher is expected to fulfill certain responsibilities as an agent of change. It seems obvious that if one of these responsibilities is the promotion of learner autonomy then this has implications not only for guidance and support for learners but also for the way in which teachers are prepared through their own education to provide such guidance.(Ian Mcgrath 2000).
The early years of the 1990s in Pakistan manifest a keen awareness of the importance of professional development especially in the field of teacher training. The establishment of the Fauji Foundation Teachers Training Institute Rawalpindi (FF TTI Nov.1990) reflects this awareness and recognises a dire need of teacher development especially in the rural areas. The changing role of the teacher came into focus and the foundation of in-service training based on modern teaching methods and techniques was laid. Since the FF schools had English, as medium of instruction the teaching of English was the key component of the training programmes. Unfortunately the in service training programmes were suspended (FF TTI -October 1998) and further work on research, training and documentation could not be done due to administrative changes. These changes have proved to be some of the limitations on Research and Development work in Education.
Officially Inservice Teacher training begins at the Intermediate level and since 1985 Pre service at the graduate level (B.Ed 1 year course by University of The Punjab) but it is not enough. For Teachers of English. Modifications and innovations in methodology are essential. Recently the Higher Education Commission Islamabad[1] has recommended changes in the ELT syllabus but major changes and outcomes are yet to be seen.
Problems in Teacher Development
"We have about one million teachers in the country. This community remains by far the most ignored and deprived (socially, financially and other wise) in our society. Further, the question of their training and retraining while within the system, remains unaddressed. The pre-service and in-service training programmes are, at best, an 'eye wash'." (A.K.Hussain 2000) This statement by Mr A K Hussain reflects to a great extent the problem, which I feel, needs urgent solution. Further to this , my concern is about the standard of teaching and learning English language in Pakistan, which has no doubt fallen over the past decade and research based programmes for its betterment must be introduced.
As a Teacher Trainer and EFL Instructor I was facing many problems in teaching English as a Second language especially at the graduate level in the College of Education where I was teaching teacher trainees. Deeply concerned at finding linguistic errors occurring repeatedly (incorrect sentence structures, grammatical mistakes, verb tense agreement discord, weak spoken form, to mention a few) I felt that a serious effort was required for improving the grave situation of teaching English as a language.
Knowing the fact that English is taught in school as a subject and majority of teachers are dealing with it as such, with little or no awareness of the teaching methods or skills involved, I feel that teacher training programmes need to be reorganized and planned effectively as well as made an essential component of Pre- service and- In service professional programs.
I strongly believe that right teachers with the right attitude, equipped with right skills can make a great difference in the betterment of society. If a teacher has the knowledge, is professionally trained and has a certain level of teaching autonomy she can do wonders for her students.
"Teachers are a key factor in the successful implementation of Curriculum changes" as Jack C Richards states while writing about ‘Teacher Factors’ in ‘Situation Analysis’(Curriculum Development in Language Teaching).
Recent Developments in Teacher Education in Pakistan
a) The Institute for Educational Development Karachi organized Research and Policy Dialogues with Teacher Education in focus[2]. Theme 2 was ‘Situation Analysis of Teacher Education in Pakistan: Policy and Practice. This presentation reviewed the various policy recommendations for teaching and teacher education over the fifty-four years of Pakistan’s existence. It noted that ‘all policy statements recognized the important role of teachers in bringing about educational reforms, and also acknowledged the need for renovating and updating the teacher education curriculum. However, no significant or positive changes have come about in teacher education.’ The presentation also highlighted some of the weaknesses in the policies. These include:
Pakistan Education Sector Reform Action Plan (ESRA) The International Reading Association (IRA) in partnership with the Research Triangle Institute (RTI) and a consortium of international leaders in policy decentralization, teacher training, literacy, and public-private partnership development, began implementing the Education Sector Reform Action (ESRA) plan in Pakistan in January 2003. Through a process of ongoing discussions, research, and monitoring, IRA will help develop the capacity of local Pakistani educators and ministry personnel to create a consistent, coherent framework for incorporating active learning approaches into classroom practice. IRA will primarily address in-service education and improved standards for teacher performance. The Association will also work to facilitate systemic change in the primary and secondary curriculum, as well as to develop instructional materials, student assessment policies, and pre-service teacher education programs. The technical consultants will be recruited from within IRA’s extensive network of members and affiliated partners in North America, Europe, and Central Asia.[3]
b) HEC forms National Committee on English (NCE)
The Higher Education Commission (HEC) has formed National Committee on English (NCE) . The issues to be tackled by the NCE include curriculum design, textbook development, needs analysis, proficiency and motivation of the students as well as development and proficiency in teacher training. It will also produce research, evaluation and on-line programs to be conducted through the universities of Pakistan. However the outcomes are still awaited.
The Questions raised for Teacher Development in Pakistan mainly are the following:
Now the key question would be:
What is the future in Education for the coming generation of Pakistan?
I strongly believe that Teachers can play a highly effective role as Agents of Change in society. Here are some suggestions as the first steps:
I feel if dedicated teachers are identified and acknowledged for their work, the foundation of Teacher Autonomy would be firmly laid.The key issue is not induction but the retention of qualified experienced and dedicated teachers.This is now a worldwide concern.
1] In view of the declining standard of English among college and university students, the University Grants Commission launches a number of short term (Certificate) and long term (diploma) English Language Teaching (ELT) courses for English teachers to promote efficiency and effective methodology in the teaching of English. May 31, 1999 Federal supervision of textbooks and maintenance of standard of education Act No. X of 1976
2] INSTITUTE FOR EDUCATIONAL DEVELOPMENT RESEARCH AND POLICY DIALOGUES ON KEY EDUCATIONAL ISSUES
References
Abdullah Khadim Hussain Rethinking education: time to bury the dead Dawn AmnAsia Founded : 2000
Allwright, D (1988) Observation in the language Classroom Longman.
Dam,L (1995) Autonomy From Theory to Classroom Practice
Dimitrios Autonomy Article 1
Ellis,R (1988) Classroom Second language Development A Study of Classroom Interaction and Language Acquisition.
Kennedy Doyle, Goh Exploring Changes in English Language Teaching (1999).
Krashen,S D, Terrell, T S (1988)The Natural Approach Language, Acquisition in the Classroom.
Krashen,S D,(1985) The Input Hypothesis. Issues and Implications.
Potter, Stephen (2002) Doing Postgraduate Research, London Sage Publications.
Nunan, D & Clarice, L (1995) The Self-Directed Teacher. Managing the learning Process.
Richards, J C. (2001) Curriculum Development in language Teaching Cambridge Language Education.
Richards, J C and Rodgers, T S (2001) Approaches and Methods in Second Language Teaching A description and Analysis. Cambridge Language Teaching Library.
Sinclair, Mcgrath, and Lamb(2000) Learner Autonomy Teacher Autonomy Future Directions
Wallace,W J(1998) Action Research for language Teachers
First the introduction, "Teacher autonomy" is a precondition for learner autonomy (Little 1995), and "Learner autonomy" can be described as "the ability to take control of one's own learning in order to maximize its full potential."
Teacher autonomy was identified as a major emerging concern at the 1999 AILA Scientific Commission on Learner Autonomy Symposium in Tokyo (cf Dam 2002) ‘and in relation to learners the teacher is expected to fulfill certain responsibilities as an agent of change. It seems obvious that if one of these responsibilities is the promotion of learner autonomy then this has implications not only for guidance and support for learners but also for the way in which teachers are prepared through their own education to provide such guidance.(Ian Mcgrath 2000).
The early years of the 1990s in Pakistan manifest a keen awareness of the importance of professional development especially in the field of teacher training. The establishment of the Fauji Foundation Teachers Training Institute Rawalpindi (FF TTI Nov.1990) reflects this awareness and recognises a dire need of teacher development especially in the rural areas. The changing role of the teacher came into focus and the foundation of in-service training based on modern teaching methods and techniques was laid. Since the FF schools had English, as medium of instruction the teaching of English was the key component of the training programmes. Unfortunately the in service training programmes were suspended (FF TTI -October 1998) and further work on research, training and documentation could not be done due to administrative changes. These changes have proved to be some of the limitations on Research and Development work in Education.
Officially Inservice Teacher training begins at the Intermediate level and since 1985 Pre service at the graduate level (B.Ed 1 year course by University of The Punjab) but it is not enough. For Teachers of English. Modifications and innovations in methodology are essential. Recently the Higher Education Commission Islamabad[1] has recommended changes in the ELT syllabus but major changes and outcomes are yet to be seen.
Problems in Teacher Development
"We have about one million teachers in the country. This community remains by far the most ignored and deprived (socially, financially and other wise) in our society. Further, the question of their training and retraining while within the system, remains unaddressed. The pre-service and in-service training programmes are, at best, an 'eye wash'." (A.K.Hussain 2000) This statement by Mr A K Hussain reflects to a great extent the problem, which I feel, needs urgent solution. Further to this , my concern is about the standard of teaching and learning English language in Pakistan, which has no doubt fallen over the past decade and research based programmes for its betterment must be introduced.
As a Teacher Trainer and EFL Instructor I was facing many problems in teaching English as a Second language especially at the graduate level in the College of Education where I was teaching teacher trainees. Deeply concerned at finding linguistic errors occurring repeatedly (incorrect sentence structures, grammatical mistakes, verb tense agreement discord, weak spoken form, to mention a few) I felt that a serious effort was required for improving the grave situation of teaching English as a language.
Knowing the fact that English is taught in school as a subject and majority of teachers are dealing with it as such, with little or no awareness of the teaching methods or skills involved, I feel that teacher training programmes need to be reorganized and planned effectively as well as made an essential component of Pre- service and- In service professional programs.
I strongly believe that right teachers with the right attitude, equipped with right skills can make a great difference in the betterment of society. If a teacher has the knowledge, is professionally trained and has a certain level of teaching autonomy she can do wonders for her students.
"Teachers are a key factor in the successful implementation of Curriculum changes" as Jack C Richards states while writing about ‘Teacher Factors’ in ‘Situation Analysis’(Curriculum Development in Language Teaching).
Recent Developments in Teacher Education in Pakistan
a) The Institute for Educational Development Karachi organized Research and Policy Dialogues with Teacher Education in focus[2]. Theme 2 was ‘Situation Analysis of Teacher Education in Pakistan: Policy and Practice. This presentation reviewed the various policy recommendations for teaching and teacher education over the fifty-four years of Pakistan’s existence. It noted that ‘all policy statements recognized the important role of teachers in bringing about educational reforms, and also acknowledged the need for renovating and updating the teacher education curriculum. However, no significant or positive changes have come about in teacher education.’ The presentation also highlighted some of the weaknesses in the policies. These include:
- Narrow vision of teacher education mainly based on a mechanical process;
- Ambiguous and ambitious policy targets;
- An ‘ad-hoc’ and ‘outside-in’ approach to policy formulation;
- Lack of clarity about teacher educators’ roles and about the need for teachers’ continued professional development; and,
- Gaps between policies and practices.
Pakistan Education Sector Reform Action Plan (ESRA) The International Reading Association (IRA) in partnership with the Research Triangle Institute (RTI) and a consortium of international leaders in policy decentralization, teacher training, literacy, and public-private partnership development, began implementing the Education Sector Reform Action (ESRA) plan in Pakistan in January 2003. Through a process of ongoing discussions, research, and monitoring, IRA will help develop the capacity of local Pakistani educators and ministry personnel to create a consistent, coherent framework for incorporating active learning approaches into classroom practice. IRA will primarily address in-service education and improved standards for teacher performance. The Association will also work to facilitate systemic change in the primary and secondary curriculum, as well as to develop instructional materials, student assessment policies, and pre-service teacher education programs. The technical consultants will be recruited from within IRA’s extensive network of members and affiliated partners in North America, Europe, and Central Asia.[3]
b) HEC forms National Committee on English (NCE)
The Higher Education Commission (HEC) has formed National Committee on English (NCE) . The issues to be tackled by the NCE include curriculum design, textbook development, needs analysis, proficiency and motivation of the students as well as development and proficiency in teacher training. It will also produce research, evaluation and on-line programs to be conducted through the universities of Pakistan. However the outcomes are still awaited.
The Questions raised for Teacher Development in Pakistan mainly are the following:
- What are the aims of teacher education in Pakistan? How are those aims realised in the different urban and local contexts of Pakistan?
- Is teacher learning affected by the nature of teacher education programmes, that is, pre-service and in-service, in the context of Pakistan?
- What are the implications of pre-service and in-service teacher education programmes for the quality of education imparted in schools in Pakistan?
- How is the teacher education curriculum developed in Pakistan? What factors are considered while developing the curriculum? Who is involved in this process?
- Do existing teacher education programmes ( pre service and in service ) seek to develop a capacity for self evaluation and autonomy.? If so how?
Now the key question would be:
What is the future in Education for the coming generation of Pakistan?
I strongly believe that Teachers can play a highly effective role as Agents of Change in society. Here are some suggestions as the first steps:
- We need to clarify the aims and objectives of Teaching as a profession.
- Teachers must be encouraged in their work by award schemes.
- The textbooks prescribed in the syllabi must have teacher support material.
- Training follow-ups must be properly planned and implemented with chances of improvement provided.
I feel if dedicated teachers are identified and acknowledged for their work, the foundation of Teacher Autonomy would be firmly laid.The key issue is not induction but the retention of qualified experienced and dedicated teachers.This is now a worldwide concern.
1] In view of the declining standard of English among college and university students, the University Grants Commission launches a number of short term (Certificate) and long term (diploma) English Language Teaching (ELT) courses for English teachers to promote efficiency and effective methodology in the teaching of English. May 31, 1999 Federal supervision of textbooks and maintenance of standard of education Act No. X of 1976
2] INSTITUTE FOR EDUCATIONAL DEVELOPMENT RESEARCH AND POLICY DIALOGUES ON KEY EDUCATIONAL ISSUES
References
Abdullah Khadim Hussain Rethinking education: time to bury the dead Dawn AmnAsia Founded : 2000
Allwright, D (1988) Observation in the language Classroom Longman.
Dam,L (1995) Autonomy From Theory to Classroom Practice
Dimitrios Autonomy Article 1
Ellis,R (1988) Classroom Second language Development A Study of Classroom Interaction and Language Acquisition.
Kennedy Doyle, Goh Exploring Changes in English Language Teaching (1999).
Krashen,S D, Terrell, T S (1988)The Natural Approach Language, Acquisition in the Classroom.
Krashen,S D,(1985) The Input Hypothesis. Issues and Implications.
Potter, Stephen (2002) Doing Postgraduate Research, London Sage Publications.
Nunan, D & Clarice, L (1995) The Self-Directed Teacher. Managing the learning Process.
Richards, J C. (2001) Curriculum Development in language Teaching Cambridge Language Education.
Richards, J C and Rodgers, T S (2001) Approaches and Methods in Second Language Teaching A description and Analysis. Cambridge Language Teaching Library.
Sinclair, Mcgrath, and Lamb(2000) Learner Autonomy Teacher Autonomy Future Directions
Wallace,W J(1998) Action Research for language Teachers
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