Year 1 - Semester I

Core Courses

Research Methods (Qualitative)

The Course Research Methods I examines the complex and changing perspectives and practices of qualitative research in teacher education and educational leadership and management. It focuses on how qualitative researchers think through and methodologically prepare their research study. This is an introductory course with the aim to prepare Course Participants (CPs) to undertake a research study using a qualitative research design. Hence, it will enable CPs to develop a basic understanding of the nature of qualitative inquiry as well as engage in some of the processes and practices of designing and conducting qualitative research (particularly interviews, observation, and analyzing documents). The core of the course will focus on concepts and methods of data collection that are common to qualitative research. However, Action Research and Case Study approaches, which are used more in educational research, will be discussed in greater detail.

The course will enable the CPs to:

• Develop basic understanding of the assumptions underpinning qualitative research.
• Engage in and develop an understanding of some methods of data collection, analysis and related issues in qualitative research.
• Engage with ethical issues in qualitative research e.g. reciprocity, confidentiality, anonymity
• Use some commonly used methods of qualitative research in education such as Action Research and Case Study.

A range of learning experiences will be provided including practical pair and small group tasks such as collaborative discussions, reading and critiquing relevant research articles and studies and presentations based on readings. Innovative strategies will be used in planning research tools such as observations, interviews and document analysis.

Curriculum, Teaching, Learning and Assessment

The course has been specifically designed to develop Course Participants' (CPs) knowledge base in the areas of curriculum, teaching, learning and assessment. The CPs will examine the current notions and explore alternate constructs of these four areas. It is also envisaged that the course will enable CPs to identify and reflect on the relationships between curriculum, teaching, learning and assessment.

The course comprises of four major themes:

• Curriculum: Orientations, models and processes of development.
• Teaching: Teacher orientations and teaching approaches.
• Learning: Theories and learning styles.
• Assessment: Meaning, purpose, principles and methods of classroom assessment.

Specialisation Courses

Specialization Courses: Teacher Education (Curriculum Areas)

English Teaching I: Teaching English to Young Learners (TEYL)

The course aims at facilitating participants to acquire the necessary knowledge, skills, confidence and ability to be able to teach Young Learners to maximum effect. It will also enable them to develop a strong foundation in the methodology behind teaching young learners.

Moreover the participants will be facilitated to consider how children learn languages and what models, approaches techniques and resources are available to maximize opportunities for young learners to learn English in classrooms and school settings in Pakistan and other developing countries. Particular focus will be on fostering and extending all aspects of children's language development i.e. speaking and listening, reading and writing in English and on learning how to learn.

The course will address some fundamental questions as follows:

• What are the aims and purposes of teaching English to young learners in a given country/school system?
• How do children learn languages?
• What kind of interventions can teachers make in diverse socio - cultural learning scenarios to enhance children's' opportunities for learning English?
• As a result of this course it is intended that the CPs will be able to:
• Develop an understanding of trends and issues central to teaching English to young learners
• Develop an understanding of trends and socio-cognitive approaches to how young children learn languages particularly in bilingual/ multilingual contexts.
• Critically examine the curriculum and practices currently used in schools and/or in families and at home, to develop children's language.
• Demonstrate a critical understanding of approaches, techniques and strategies for developing and extending children's skills in speaking, listening, reading, writing and in learning how to learn
• Evaluate and use a range of teaching materials and resources for TEYL.
• Develop appropriate teaching and assessment strategies for TEYL.
• Apply the learning and understanding of TEYL in real classrooms situations.

The content will be taught in a variety of ways including reading relevant literature, group and class discussion, classroom observations and teaching, presentations, and reflections.

Mathematics Teaching I

The course Mathematics Teaching I is based on the curriculum standards developed for the MEd Programme at AKU-IED. Course content is organized in four integrated strands: development of mathematics content knowledge; pedagogy and issues in mathematics teaching; students learning of mathematics; becoming a teacher educator and meta-cognition.

It is a highly contextually relevant course, rooted in the current curriculum reform in Pakistan, providing course participants (CPs) the opportunity to engage with issues in mathematics teaching appropriate to the context of schools and classrooms in the developing world.

The course is designed with a view of learning as an interactive process whereby learners construct knowledge through active participation. Hence, the tutors will teach as they would expect the CPs to teach. A variety of teaching strategies will be used and opportunities created for the CPs to work individually, in small groups and in whole class. Doing mathematics themselves, reflecting on the processes and skills required in developing mathematical thinking, and working in mathematics classrooms would be integral elements of the courses.

By the end of the two courses CPs should be able to:

• Describe and explain the nature of mathematics as a broad and flexible body of knowledge and describe its implication for learning and teaching of mathematics
• Explain and analyze key concepts in mathematics taken from the five key areas of the school mathematics curriculum at an appropriate level (number, algebra, geometry, measures, data handling)
• Identify and examine a range of issues, specific to mathematics as a discipline, that affect teaching and learning of mathematics (e.g. gender, equity, attitude towards mathematics, quality of instructional materials, use of technology)
• Identify and distinguish a range of strategies, skills and frameworks for mathematics learning
• Become aware of key theories of learning of relevance to mathematics (e.g. instrumental and relational learning)
• Engage in systematic reflection to improve understanding of mathematics teaching and learning, and their selves as practitioners (e.g. narratives as mathematics teachers and learners)
• Identify and use selected teacher education strategies to support their own learning (micro teaching)

Science Teaching I

The aim of this course is to develop in CPs an understanding of the practice and theory of science teaching both in their roles as exemplary classroom teachers and as teacher educators. As teachers they will be expected to develop an understanding of the goals of science and obtain a deeper understanding of the nature of science to help them understand and challenge their own conceptions about science. Hence, effort will be made to enrich their:

• Science content knowledge in selected topics in the three disciplines of science - physics, chemistry and biology;
• Pedagogical content knowledge to enable CPs to teach in the science classroom using innovative but contextually relevant strategies;
• Engage in teacher development processes such as reflective practice, microteaching and peer coaching to learn how teachers learn.
• Teaching and learning issues in the science classroom and its implications for their work in the work in schools, e.g. curriculum issues including analysis, inquiry in the science classroom etc.

Social Studies Teaching I 

This course will facilitate teachers to develop their knowledge and skills to educate for informed, active and participatory citizenship which is the main aim of social studies education. The course will enable teachers to see themselves as intellectuals with the responsibility to transform their classrooms and schools in particular and society in general. In this course, teachers will acquire a deeper understanding of the nature and goals of social studies and in doing so challenge their existing objectives of teaching and learning of social studies. Teachers will enhance their knowledge of the disciplines that comprise the social studies and develop a repertoire of teaching strategies that will facilitate improved teaching and learning in social studies classrooms. Stress will be laid on learning how to learn through reading, inquiry and critical reflection so as to further develop their knowledge, skills and dispositions and continue their personal and professional development.

The content will focus on the following:

• Reconceptualization of social studies education: nature and goals of social studies, various philosophical orientations, identifying one's present orientation and formulation of personal rationales for teaching social studies;
• Understanding of key concepts and related skills (map and globe skills, chronological skills, interpersonal and information gathering and processing) in the disciplines which comprise social studies;
• Enhancing understanding of current and persistent local, national, and global issues;
• Enlarging repertoire of various instructional strategies (discussion, effective lecturing, cooperative learning academic controversy, inquiry and concept attainment) and instructional skills (giving instructions, questioning, thinking);
• Learning innovative and effective assessment strategies focusing on observation and performance assessment; and
• Developing research and teacher development skills (reflective practice, conducting workshops, action and peer coaching).

Specialisation Courses: Educational Leadership and Management

Effective Educational Leadership and Management

The aim of the course is to enable CPs to conceptualize the notions of educational leadership and management for developing a better understating of the dynamics of leading schools and implications of their roles.

Through case studies, lectures, group discussions and role-plays, the following themes will be addressed:

• Educational leadership, management and administration: concepts and practices;
• Critiquing leadership models, styles and the practices for both the developing and developed worlds; and
• Empowerment of teachers and others as educational leaders for transforming schools into learning communities.

This course aims to develop CPs' understanding of school as learning community, learning organization and community of practice along with implications for their role as potential educational leaders.

The following themes will be addressed using a range of teaching methodologies, including lectures, case studies, jigsaw reading and group discussions:

• Notions of community and organization;
• The school as a learning community and learning organization;
• Framework of a learning community and community of practice;
• Relationship between learning community and organization;
• Building capacity for the school as a learning community; and
• Teachers' and others' roles in making schools as learning communities.