Exercise & Fitness

Teaching Practice: Meaning, stages, objectives and Suggestions

Introduction

Teaching practice occupies a key position in the program teacher training. It is a culminating experience in teacher education. That offers the possibility for beginning teachers to be socialized into the profession (Furlong et.al, 1988). The performance during teaching practice provides a basis for predicting the future success of the teacher. Outgoing popularity and centrality of teaching practice is a major factor contributing to the quality of teacher education program. During the practical teaching work with students in schools offering a high degree of emotional involvement of a general nature, positive. Prospective teachers feel grow through the experience and begin to link to a culture of teaching. During practice teaching, are committed, and even challenged the authority (Trowbridge and Bybee, 1994; Sharafuddin, and Allison, 1969).

Definitions of teaching practice

A series of terms such as teaching practice, teaching students, teaching practice, field studies, experience within a painting, school experience or practices are used to refer to this activity (Taneja, 2000). The teaching practice comprises all learning experiences of student teachers in schools (Ashraf, 1999). Teaching term practice has three connotations: the practice of teaching techniques and acquisition of the role of a teacher, the whole range of experiences that students go through in schools, and practical aspects of the course, unlike the theoretical studies (Stones and Morris, 1977).

The practice Teaching is the name of preparing future teachers for the teaching of practical training. It is the practical use of teaching methods, strategies teaching, teaching principles, teaching techniques and practical training and practice / exercise of the various activities of school life daily.

Objectives of teaching practice

According to Akbar (2002) The following are the objectives of teaching practice:

1. To give future teachers the opportunity to establish an appropriate teacher pupil ratio.
2. To provide an opportunity to assess the potential of students as a teacher and suitability for the teaching profession.
3. To develop a personal relationship with the others: administrators, teachers, parents and students.
4. To provide future teachers with practical experience in school to overcome problems discipline and allow him / her to develop the control method.
5. To provide an opportunity to put into practice the theories and develop a deeper understanding of educational principles and their implications for learning.
6. To enable the teachers of students effectively to plan and prepare lessons.
7. To develop skill in using basic procedures, techniques and teaching methods.
8. To develop desirable professional interests, attitudes and ideas concerning the teaching profession.
9. For teachers of students acquire desirable characteristics / traits of a teacher and to show appropriate behavior.
10. To provide teachers with the students the opportunity that teaching evaluation and obtain the benefits of constructive criticism.
11. To provide an opportunity for self-evaluation and discover strengths and weaknesses.
12. To develop skills in future teachers related to teaching as fluent, meaningful reading, with slate and other materials.
13. To provide an opportunity to contact the school environment, its operations and with the community and its resources.
14. To provide for the exchange of ideas and methods between the practice of school and teacher education institution in institutions teacher training "staff and students perceive the new ideas of material and equipment used in the practice of schools and the introduction of new ideas, materials and school teams.

Stages in teaching practice

The following are the stages in practice teaching

Primary Stage

This is necessary to make a trip to that school teachers in particular, where you go to teaching practice. The main objective of this trip is seeing the director in question, teachers and school staff in order to acquire information about school and its environment. Prospective teachers should observe the teaching methods of school teaching methods of the class in question, copies or workbooks of students and their usual routine. Upon returning from the tour of student teachers should have the details on the scheme of studies, the age of the students, the class strength, skills and specific problems of students, school calendar, textbooks and teaching materials.

Lesson Preparation

For the lesson preparation of future teachers must know the subject, relevant books and audiovisual media. That he / she will teach. Because of the lessons already prepared to trust the teacher. Student teachers and the supervisor can reform the teaching-learning process after evaluation.

Qualities of a good lesson

A good lesson has the following qualities:

i) The lesson plan must be in complete detail.

ii) Lesson should be interesting.

iii) The effective use and timely teaching methods and teaching aids.

iv) The student must be ready for learning.

v) Students should participate in teaching learning process practically.

vi) Lesson to be taught in a professional and friendly environment.

vii) All students should receive equal attention, keeping in view of their individual differences.

The teaching in the classroom

The stage of education in the classroom is known as the teaching practice. Student teachers, while teaching in the classroom goes through different stages of education (introduction, presentation, summary) and professor in question or the supervisor evaluates / remember your lesson.

Assessment of Teaching Practice

In order to evaluate the teaching practice supervisor to observe the student teacher, while teaching in the classroom. Supervisor evaluates / observes the timely lesson planning, teaching methods, use of audiovisual media, the adequacy audiovisual media, the tone of voice, clothing, start and end of the lesson, the student interest, class discipline, use of black / whiteboard, notebooks students and the objectives of the lesson.

Involvement in routine work of the school Other

Education in the classroom is not the objective of teaching practice, but also to provide training in all work activities and future teachers will conduct in future work. For this purpose they have to spend all day at school as a teacher. They must participate in all school activities such as calendar preparation, preparation and maintenance of different records, evaluation of class work and homework, the arrangement of the groups mentoring, sports / games, morning assembly, co-curricular activities, at recess duty, the duty as a teacher by day, before taxes and calendar after school, classroom decoration, preparation and maintenance of the aid board, bulletin board, bulletin board, care and support arrangements AV room, home economics room, science laboratories and library.

How to deal with students' parents, school officials, school employees and guests are also part of teaching practice. Features such as watchmen, preparation of question papers for exams, evaluation of answer scripts and the compilation of results is also part of teaching practice.

Supervisor's role in teaching practice

Supervisor has an important role in teaching practice as:

i) A resource person

ii) An adviser

iii) A general morale booster

iv) an interpreter of the feedback

v) A consultant

Supervisor of law is not only to assess the lessons of teaching practice, but by using his all skills to make this experience (all stages of teaching practice), results-oriented. He / she must have all the planning before hand. He or she must hold the meeting and conversion with teacher trainers, experienced teachers of the institution, educators, directors of the school in question and other teachers.

Introductory lectures should be organized before the departure of teachers from the schools the students practice in order to meet the prospective teachers about preparing lesson plans and other activities assigned. During the practice of teaching is the duty of supervisors to oversee the classes, other assigned activities, guidance and counseling, and provide student teachers with feedback and to enable so that they can criticize and reform itself themselves. During teaching practice student teachers should not be criticized in front of the school staff and student practice. If there is a need then all the student teachers must be collected and should be reprimanded and warned, without naming and asking the name. The supervisors role is to prepare teachers for the future, so he Or she should act as a facilitator.

Teaching Practice in Pakistan

Several teacher training programs offered in Pakistan. In practice, all programs except education is compulsory component M. Ed (Master of Education). In the true spirit that we produce good teachers through this activity, but the procedure adopted in Pakistan is just to pass / kill time. Duration of teaching practice is very short, is 4 to 8 weeks or 60 to 75 teaching lessons. During the practice of teachers teaching the students are linked to classrooms for teaching. They are not trained for other activities in schools. Therefore, effective learning could not occur. Student teachers are required easy to use the principles and teaching methods. They are only taught how to start the lesson, how to control the class, how to keep an eye on the students while writing on the blackboard black / white.

Teaching practice is not doing anything other than basic education ad hoc. Schools which make the practice of teaching are not doing anything, but just take and not take an active part in preparing future teachers. The administration and teachers in practice schools are unaware of the information and assessment techniques that are used during teaching practice. They are not fully aware of the importance of teaching practice for teachers of students and future generations.

It is a fact that teachers teachers are not perfect, the practice of school teachers can not give everything, but the authorities can be trusted. Nearly two ways shown here in Pakistan. First, these guests are considered inferior, teachers and criticized without any justification. Second, the transfer of some teachers of loading for all.

In some teacher training institutions for the selection of lessons is held at a selection of future faculty and select such lessons, they are very easy and the minimum used media.

Suggestions for improving teaching practice in Pakistan

Here are some suggestions for improving teaching practice in Pakistan.

a) The teacher-training institutions methods teaching not only teach but also practically demonstrated by educators.

b) The duration of teaching practice should be increased until at least 12 weeks, so that practical training should be given for a quarter.

c) The teaching practice was not to be in classroom teaching only. Other aspects, such as student attendance, collection of fees, rate calculation, preparation of records, conducting morning assembly, conducting co-curricular activities, preparation of question papers, marking of answer scripts, compilation of results, solving the problems of students and student meetings with parents should be included.

d) Microteaching be taken in the institutions teacher training and model lessons teachers should be given before by experts, as well as video films.

e) Students of teachers are not given marks and model courses for all aspects of teaching practice should be included in the evaluation.

f) To make the evaluation of teaching practice more effective, the suitability of the lesson, teaching methods, teaching materials, practical organization the lesson, the student and faculty interest and student responses are included in the assessment.

g) Students should be encouraged to of pedagogy that media themselves and student teachers should be given / provided guidance after each lesson.

h) For the purpose of teaching practice more effective, it also proposes that teachers should observe the lessons of experienced teachers for a week and write the report evaluating them and supervisors should provide guidance to teachers in the light of this evaluation report.

i) You must ensure that student teachers keep the sequence of lessons so as to enable them to teach all types of lessons and the use of different teaching methods.

j) Prior to the practice of teacher education students must practice on their peers, to create more confidence in them.

k) During the practice teaching future teachers must be given projects, covering all aspects of teaching that is, practice (preparation teaching kit, planning to decorate the classrooms, improved environment and services).

l) During practice teaching future teachers must be regular preparation of daily lesson plan.

m) teaching of the practice must be more realistic and adapted to the realities of the class room.

Conclusion

The teaching practice is an activity can play an important role in the preparation of teachers. Its effectiveness is necessary for the nation. This is a landmark for professional adolescence. It is a combination personality, skills, knowledge and training, which is fuel for an endless journey. Now is the duty / responsibility of educators and teachers practice of schools to do this type of fuel and endless costs.

Bibliography

Akbar, RA (2002). A study of teaching practice Prospective High School

The teachers and the development of a model of teaching practice, arid Agricultural

Rawalpindi University (unpublished Ph.D. dissertation).

Ali Murtaza, (2005). Comparative study of teaching practice in formal and non formal

Systems and Development of a Model, Arid Agriculture University, Rawalpindi

(Doctoral thesis unpublished).

Brown, PD & Brown NR (1990). Effective teaching practice. Stanley Thorne

England.

Cohen, A. And Carver, N. (1970). A guide for students to practice teaching. University of

London Press, London.

Cohen, L. & Manion, L. (1983). A Guide to teaching practice. Methuen, London.

Furlong, VJ, and K. Hirst PU Pocklington. (1988). Training and initial teacher

Role of the chool. Open University Press, Philadelphia.

Govt. Pakistan. (1997). Pakistan Vision 2010. report; education seminar. Planning

and Development Division, Islamabad.

Malik, SR (1992). The education system in Pakistan. National Book Foundation,

Lahore.

Muhammad Ashraf (1990). Dictionary of Education Primary. APH Publishing

Corporation, New Delhi.

Shah, RA (1995). Education and teacher training in Pakistan. Pakistan Study Center

University of Sindh, Jamshoro.

Taneja, RP (2000). Encyclopedia of Comparative Education, Vol.4. Anmol Publications

PVT. Ltd., New Delhi.

Walkin, LC (). Techniques of practical instruction. Stanley Thornes, Bargenham.

About the Author

Aijaz Ahmed Gujjar is working as Lecturer (Education)in Federal College of Education,H-9, Islamabad.He is also Doctoral Scholar at Department of Education, The Islamia University of Bahawalpur.

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