Teacher Training Programs


Teacher Training Programs covering English & Urdu languages, Maths, Phonics and Handwriting was conducted. This early childhood training is based on international and modern methods of education. This training includes Montessori activities. It covers entire EAST preprimary syllabus. The training was conducted by Fahim Naqvi.

The process by which teachers are educated is the subject of political discussion in many countries, reflecting both the value attached by societies and cultures to the preparation of young people for life, and the fact that education systems consume significant financial resources which we discuss in this Teacher Training Programs

However, the degree of political control over Teacher Education varies. Where TE is entirely in the hands of universities, the state may have no direct control whatever over what or how new teachers are taught; this can lead to anomalies, such as teachers being taught using teaching methods that would be deemed inappropriate if they used the same methods in schools, or teachers being taught by persons with little or no hands-on experience of teaching in real classrooms. In other systems, TE may be the subject of detailed prescription (e.g. the state may specify the skills that all teachers must possess, or it may specify the content of TE courses).

Policy cooperation in the European Union (EU) has led to a broad description of the kinds of attributes that teachers in EU Member States should possess: the Common European Principle for Teacher Competences and Qualifications.

In many countries, Initial Teacher Education (also known as Teacher Training Programs) takes place largely or exclusively in institutions of Higher Education. It may be organized according to two basic models.

In the ‘consecutive’ model, a teacher first obtains a qualification in one or more subjects (often an undergraduate bachelor’s degree), and then studies for a further period to gain an additional qualification in teaching (this may take the form of a post-baccalaureate credential or master’s degree).

In the alternative ‘concurrent’ model, a student simultaneously studies both one or more academic subjects, and the ways of teaching that subject, leading to a combined bachelor’s degree and teaching credential to qualify as a teacher of that subject.

Other pathways are also available. In some countries, it is possible for a person to receive training as a teacher by working in a school under the responsibility of an accredited experienced practitioner. In the United Kingdom there is a long tradition of partnerships between universities and schools in providing state supported teacher education. This tradition is not without tensions and controversies.

One-third of new teachers come through alternative routes to teacher certification, according to testimony given by Emily Feistier, the President of National Center for Alternative Certification and the National Center for Education Information, to a congressional subcommittee on May 17, 2007. However, many alternative pathways are affiliated with schools of education, where candidates still enroll in university-based coursework. A supplemental component of university-based coursework is community-based teacher education, where teacher candidates immerse themselves in communities that will allow them to apply teaching theory to practice. Community-based teacher education also challenges teacher candidates’ assumptions about the issues of gender, race, and multicultural diversity. So in this regard we organized Teacher Training Programs.

Teacher Training Programs schedule:

Preprimary Workshop on Saturday, 03 December 2016

Time: 09:00 am to 12:30 pm

Venue: Celebration hall chowk, Azam Road, Layyah

Conductors: Fahim Naqvi

Teacher Training Programs

Teacher Training Programs

Teacher Training Programs

Teacher Training Programs

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